Peranan Guru Dalam Menjayakan Kurikulum Pendidikan Seni
The implementation of KBSM in Art subject had brought changes in teachers’ role at classroom and national level. The propose of this study was to find out Art teachers’ opinion towards their role in implementing the Art curriculum in the classroom constraints faced by them. The research also aimed...
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| 格式: | Thesis |
| 語言: | eng eng |
| 出版: |
1998
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| 在線閱讀: | https://etd.uum.edu.my/731/1/SUHAILAH_BT_SHARIFF_-_Peranan_guru_dalam_menjayakan_kurikulum_pendidikan_seni.pdf https://etd.uum.edu.my/731/2/1.SUHAILAH_BT_SHARIFF_-_Peranan_guru_dalam_menjayakan_kurikulum_pendidikan_seni.pdf |
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| 總結: | The implementation of KBSM in Art subject had brought changes in teachers’ role at classroom and national level. The propose of this study was to find out Art teachers’ opinion towards their role in implementing the Art
curriculum in the classroom constraints faced by them. The research also aimed to reveal the relationship between teachers’ background with their role in making the Art education at school and national level a success. This
qualitative research conducted at ten secondary schools in Kota Setar district of Kedah. This “cross - sectional” research was based on table invented by Krejcie And Morgan (1970) involving ten selected Art Panitia teachers.
Structured interview was used and fully conducted by researcher. Data gathered was analyzed by using percentage, frequency and horizontal table method. The research showed that the percentage of teacher’s opinion
towards their role in classroom was high compared to national level. The teachers’ opinion towards the role they were supposed to carry out was very high, followed by their intentional role and the actual role they did. Generally, teachers felt those factors such as principal attitude, student’s interest towards
Art subject and others were the main constraints to them. Frequency showed teachers agreed that their role in making the curriculum a success was important. The horizontal table showed that male teachers who had more teaching experience, held 2 posts in school and had higher academic
qualifications were the active teachers who made Art education curriculum a success until national level.
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