Influences of Courses and Experiences on the Readiness of Core Subject Teacher in Implementing Special Education Primary School Standard Curriculum (KSSRPK) Learning

Abstract

The readiness of the core subject teachers of the Special Needs Education Classes (KPKP) in terms of knowledge, skills, and attitudes have enabled the implementation of the Special Education Primary School Standard Curriculum (KSSRPK). Changes in a curriculum that have been introduced since its introduction in 2011 led to the formation of the KSSRPK (Revised 2017). Also, teacher readiness is less emphasized in the implementation of the curriculum in Malaysia which will have an impact on the effectiveness of the implementation of the curriculum. The purpose of this study was to identify the level of readiness of the core subjects in terms of knowledge, skills, and attitudes in implementing the learning of KSSRPK. Researchers also wanted to determine if there was a difference between the influence of the course and the experience of the preparation of the core subject teachers in implementing the KSSRPK of learning. Research in this area can serve as a guide for all teachers who teach special education to equip themselves with a wide range of knowledge to be more versatile and capable of teaching MBK learning. This study was conducted quantitatively and formulated a survey using a questionnaire that tested its validity and reliability. The sample of this study consisted of 60 teachers in the primary school of Petaling Utama district. Descriptive analysis and inference were used to test the research questions using Statistical Package for the Social Sciences (SPSS) version 23.0. The findings of this study show that the level of teacher readiness in aspects of knowledge, skills, and attitudes are at a high level. The findings of this study also indicate that there is no significant difference between the course factors and the experience of core subject teachers preparation in implementing the learning of KSSRPK. The findings of this study provide information to the school about the readiness of the core subject teachers in implementing the Learning KSSRPK as well as provide information on the level of teacher readiness based on the course factors and experience studied. This finding is very useful in enabling schools, PPD, JPN and MOE to take appropriate action to ensure that all KPKP teachers are successful in implementing KSSRPK learning. In conclusion, courses and experiences are not the main factors affecting teachers' readiness in terms of knowledge, skills, and attitudes towards successful implementation of the KSSRPK.