The Use of CIPP Model in Carrying Out The Teaching of Specific Vocational Skills Among Special Needs Students With Average Ability

Zainoriza Zainun; Abdul Rahim Razalli; Khatijah Md Saad

doi:10.32698/GCS-04329

The Use of CIPP Model in Carrying Out The Teaching of Specific Vocational Skills Among Special Needs Students With Average Ability

Zainoriza Zainun^(1*), Abdul Rahim Razalli⁽²⁾, Khatijah Md Saad⁽³⁾

(1) Universiti Pendidikan Sultan Idris
(2) Universiti Pendidikan Sultan Idris
(3) Universiti Pendidikan Sultan Idris
(*) Corresponding Author

Abstract

Specific Vocational Skills in Standard Secondary School Curriculum of Special Needs was introduced by the Ministry of Education Malaysia in 2017 as one of the skill subjects for special needs students with average ability in Special Education Integration Program. This research aimed to evaluate the special education teacher’s availability in carrying out the Specific Vocational Skills teaching of special education students with average ability. CIPP Model was used to examine the availability in terms of knowledge and skills among teachers in carrying out the process of facilitating and the learning of special needs student based on the objectives and the research conceptual frame. The implication and the results of this research will be discussed critically in improving the quality of special education teachers as facilitators in specific vocational skills subject.

Keywords

special education teachers; vocational skills; special needs student; average ability

References

Abdul R. H., (2016). Kesediaan PengetahuanKemahiran dan Sikap Guru PendidikanKhasBermasalahPembelajaranMengajarKemahiranHidupPertanian. UniversitiKebangsaanMalaysia
Bahagian Pendidikan Khas. (2019). Program pendidikan khas integrasi [versi elektronik]. Retrieved from Disember 2019, 13:59. website: https://www.moe.gov.my/pendidikan/khas/program-pendidikan-khas-integrasi/tujuan-program
Hashim., Hisyam., Nassir., & I. (2017). Transisi kerjaya pendidikan khas vokasional : teori dan amalan.
Kementerian Pendidikan Malaysia. (2017). Surat pekeliling ikhtisas KPM bil 9 tahun 2016 - pelaksanaan kurikulum standard sekolah menengah secara berperingkat tahun 2017 (p. 33). p. 33.Kementerian Pendidikan Malaysia. (2018). Data pendidikan khas 2018.
Mat Zin, H. (2017). Penilaian pelaksanaan kurikulum MPV di negeri Kedah dan Pahang (Doctoral dissertation, UniversitiPendidikan Sultan Idris).
Mat Daros, M., Nordin, M. S & Saud, M. S. (2012). PelajarBerkeperluanKhas dan BermasalahPembelajaran Dari SekolahkeKerjaya. Journal of Social Science. 5(1), 42-46.
Mohd T. M. T., Ramlee. M. (2018). Sains Humanika Evaluation of the Implementation of Engineering Technology , Engineering Drawing and Invention Subjects in Malaysian Secondary Schools. 3, 63–71.
Mohd. N. A. B., Ramlee. M, & Ibrahim, M. S. (2011). Penilaian Program Mata PelajaranVokasional (MPV) Bagi BidangPertanian Di SekolahMenengahHarian Di Semenanjung Malaysia. Unpublished doctoral dissertation, UniversitiKebangsaan Malaysia.
NurulFarahah, D. &Suziyani, M. (2018). Kesediaan Guru PendidikanKhas dalam Melaksanakan Mata PelajaranAsasTanaman. Jurnal ORTOPEDAGOGIA, 4(1), 66-71.
Nasnan, J. (2015). Tanamancendawan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Norliah M.A., MohdHanafi M.Y. (2016). Pelaksanaan program pendidikan inklusif murid berkeperluan khas dalam pelan pembangunan pendidikan malaysia 2013 - 2015. Seminar Antarabangsa Pendidikan Khas Rantau Asia Tenggara Siri Ke-6, (January), 29–35.
Paris, T. 2016. The effect of temperature increase on mushroom cultivation. Journal Science & Food Agricultural, 89, 1066-1075.
Rosmiza, M. Z., &Ghazali, M. H. (2020). Cabaran projek tanamancendawansebagaiasastransisikerjayakeusahawanan agro kepada Murid BerkeperluanKhasBermasalahPembelajaran (Challenges in the mushroom project as a basis of career transition of agro-entrepreneurship for Special Needs Pupils with Learning Difficulties). Geografia-Malaysian Journal of Society and Space, 16(1).
Romero, G., Romero Martínez, G., Pinta, D. A., & Borda, L. Á. (2018). CIPP model to evaluate the principles applied to develop the Input Skills in the Bachelor Degree Program of EFL. International Journal of Education and Learning Systems, 3(October), 117–128. Retrieved from http://iaras.org/iaras/journals/ijels
Sopha, S., & Nanni, A. (2019). The cipp model: Applications in language program evaluation. Journal of Asia TEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360
Suriman, S., & Tahar, M. M. (2018). Teacher Readiness towards the Offer of Malaysian Skills Certificate in Special Education Integration Programme in Secondary Schools. Journal of ICSAR, 2(1), 1–8. https://doi.org/10.17977/um005v2i12018p001
Syed K. S. I. (2018). Penilaian Program Ijazah Sarjana Muda Perguruan ( Pismp ) Matematik Di Institut Pendidikan Guru Malaysia Zon Utara.

Proceeding:

International Conference on Special Education In South East Asia Region 10th Series 2020

Publisher:

Redwhite Press

ISSN (Print):

2685-5984

ISSN (Electronic):

2685-5933

Published:

March 2020