Amalan Kepimpinan Guru Pemulihan dan Penguasaan Kemahiran Asas 3M dalam Bahasa Melayu dan Matematik Murid Pemulihan Tahun Dua di Negeri Kelantan

Remedial Teacher Leadership Practices and Mastery of 3M Basic Skills in Malay Language and Mathematics of Year Two Remedial Students in Kelantan

Abstract

Penguasaan rendah kemahiran asas 3M iaitu membaca, menulis dan mengira dalam kalangan murid pemulihan khas sekolah rendah kekal menjadi isu besar dalam pendidikan Malaysia. Walaupun program pemulihan telah dilaksanakan selama beberapa dekad, ramai murid masih bergelut untuk mencapai tahap literasi dan numerasi yang sepatutnya. Kajian ini bertujuan meneliti tahap penguasaan 3M murid Pemulihan Khas Tahun Dua di Kelantan, tahap kepimpinan guru Pemulihan Khas, perbezaan kepimpinan berdasarkan faktor demografi, dan hubungan antara kepimpinan guru dan pencapaian 3M murid. Kajian tinjauan keratan lintang kuantitatif ini melibatkan 252 orang guru Pemulihan Khas. Data dianalisis menggunakan statistik deskriptif, ujian-t bebas, dan korelasi Pearson. Dapatan menunjukkan prestasi 3M murid berada pada tahap sederhana bagi membaca (M = 3.38), menulis (M = 3.45) dan mengira (M = 3.50). Kepimpinan guru berada pada tahap tinggi (M = 4.20) merangkumi tujuh dimensi, dengan kesedaran kendiri serta pengurusan kendiri mencatatkan skor tertinggi. Tiada perbezaan ketara berdasarkan demografi guru. Analisis Pearson menunjukkan korelasi positif yang kecil tetapi signifikan antara kepimpinan guru dengan pencapaian membaca, menulis dan mengira murid. Dapatan menegaskan keperluan memperkukuh kompetensi kepimpinan dalam kalangan guru Pemulihan Khas bagi meningkatkan penguasaan asas 3M murid.

The low mastery of the basic 3M skills of reading, writing and arithmetic among special remedial primary school students remains a major issue in Malaysian education. Despite the remedial programs that have been implemented for decades, many students still struggle to achieve the appropriate level of literacy and numeracy. This study aimed to examine the level of mastery of the 3M of Year Two Special Remedial students in Kelantan, the level of leadership of Special Remedial teachers, leadership differences based on demographic factors, and the relationship between teacher leadership and students' 3M achievement. This quantitative cross-sectional survey study involved 252 Special Remedial teachers. Data were analyzed using descriptive statistics, independent t-tests, and Pearson correlation. Findings showed that the performance of the 3M students was at a moderate level in reading (M = 3.38), writing (M = 3.45) and arithmetic (M = 3.50). Teacher leadership was at a high level (M = 4.20) covering seven dimensions, with self-awareness and self-management recording the highest scores. There were no significant differences based on teacher demographics. Pearson analysis showed a small but significant positive correlation between teacher leadership and students' reading, writing and arithmetic achievement. The findings emphasize the need to strengthen leadership competencies among Special Rehabilitation teachers to improve students' mastery of the basic 3Ms.