scholarly journals Pandemik COVID-19: Cabaran Pengajaran dan Pembelajaran (PDP) Pendidikan Islam Dalam Pendidikan Khas Bagi Pelajar Orang Kurang Upaya (OKU) Masalah Pembelajaran Di Malaysia

2021 ◽  
Vol 5 (1) ◽  
pp. 127-138
Author(s):  
Azman Ab Rahman ◽  
Syed Salim Syed Shamsudin ◽  
Nurul Nadia Nozlan ◽  
Muhd. Faiz Abd. Shakor ◽  
Afaf Sukari
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Teaching And Learning ◽  
Movement Control ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Material ◽  
Students With Learning Disabilities ◽  
Control Order ◽  
Novel Coronavirus

Novel Coronavirus (2019-nCoV), also known as COVID-19, has surprised the country worldwide. The COVID-19 pandemic has had significant implications for communities around the world in general and Malaysia in particular. COVID-19 has caused various sectors to be affected by the spread of the COVID-19 pandemic, including educational institutions in Malaysia. This matter also concerns Islamic Education teachers in Special Education because the Teaching and Learning process (PdP) of Islamic Education with students with learning disabilities (OKU MP) had to be implemented online. Thus, the study's objective is to identify the PdP method used by teachers of Islamic Education in Special Education and the challenges faced when conducting PdP with OKU MP during COVID-19. This study uses a qualitative method by using a questionnaire approach and documentation to collect data for the study objectives. The study found that identifying specific and appropriate techniques before starting the PdP with students with learning disabilities is the primary method in the PdP of Islamic Education during COVID-19. The main challenges in the PdP of Islamic Education for OKU MP students are issues related to technological facilities as well as matters of commitment of students and parents, skills and expertise of teachers as well as the lack of Supported Learning Material (BBM) while continuing the PdP online due to the implementation of Movement Control Order (MCO) by the Malaysian government. Researchers hoped that this study could help teachers and OKU MP face the challenges to continue the PdP of Islamic Education during COVID-19 and reference educational institutions in improving the PdP process for OKU students in Malaysia in general. Keywords: Teaching and Learning (PdP), Islamic Education, Special Education, Students with Learning Disabilities, COVID-19 Abstrak Negara telah digemparkan dengan satu wabak yang dinamakan sebagai Novel Coronavirus (2019-nCoV) atau dikenali juga sebagai COVID-19. Bencana wabak COVID-19 ini telah memberi implikasi yang besar kepada masyarakat di seluruh dunia secara umumnya dan Malaysia secara khususnya. Hal ini telah menyebabkan pelbagai sektor turut terkesan dengan penularan wabak COVID-19 tersebut termasuklah institusi Pendidikan di Malaysia. Perkara ini turut memberi kebimbangan kepada para guru Pendidikan Islam dalam Pendidikan Khas kerana proses Pengajaran dan Pembelajaran (PDP) Pendidikan Islam dalam Pendidikan Khas bersama pelajar Kurang Upaya Masalah Pembelajaran (OKU MP) perlu dilaksanakan secara atas talian. Justeru, objektif kajian ini dijalankan adalah untuk mengenal pasti kaedah PDP yang digunakan oleh para guru Pendidikan Islam dalam Pendidikan Khas dan cabaran yang dihadapi sewaktu menjalankan PDP bersama para pelajar OKU MP sewaktu COVID-19. Kajian ini menggunakan kaedah kualitatif dengan menggunakan pendekatan soal selidik dalam mengumpulkan data bagi mencapai objektif kajian. Hasil kajian mendapati bahawa kaedah mengenal pasti teknik tertentu dan bersesuaian sebelum memulakan PDP bersama OKU MP merupakan kaedah utama dalam PDP Pendidikan Islam sewaktu COVID-19. Cabaran utama dalam PDP Pendidikan Islam pelajar OKU MP adalah isu berkaitan kemudahan teknologi selain isu komitmen pelajar dan ibu bapa, kemahiran dan kepakaran guru serta kekurangan Bahan Bantu Mengajar (BBM) sepanjang meneruskan PDP secara atas talian disebabkan perlaksanaan Perintah Kawalan Pergerakan (PKP) yang dilaksanakan oleh kerajaan Malaysia. Kajian ini diharapkan dapat membantu para guru dan pelajar OKU MP dalam mendepani cabaran yang dihadapi bagi meneruskan PDP Pendidikan Islam sewaktu COVID-19 serta menjadi rujukan kepada institusi pendidikan dalam menambah baik proses PDP bagi pelajar OKU di Malaysia secara umumnya. Kata Kunci: Pengajaran dan Pembelajaran (PDP), Pendidikan Islam, Pendidikan Khas, Masalah Pembelajaran, COVID-19.

scholarly journals Five Tips for Teaching and Learning During the COVID-19 Movement Control Order Era: A Family Medicine Perspective

2020 ◽  
Vol 27 (6) ◽  
pp. 183-186
Author(s):  
Malanashita Ganeson ◽  
Sasikala Devi Amirthalingam ◽  
Kwa Siew Kim
Keyword(s):  
Family Medicine ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Formative Assessments ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Control Order ◽  
Online Formative Assessments ◽  
Medical University

The Malaysian government’s ongoing movement control order (MCO) to prevent coronavirus disease 2019 (COVID-19) spread, has disrupted the teaching and learning (T&L) activities of higher education institutions in the country. This paper seeks to outline the steps taken by the Department of Family Medicine of the International Medical University (IMU), Malaysia, to adapt its online teaching and learning activities. The five tips are: i) understand how to use online T&L platforms; ii) teachers should create multiple communication channels; iii) ensure attendance is captured; iv) enhance the online T&L experience and v) conduct online formative assessments.

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

Innovative Technology for Secondary Students with Learning Disabilities

1992 ◽  
Vol 58 (5) ◽  
pp. 407-421 ◽  
Author(s):  
John Woodward ◽  
Russell Gersten
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Achievement ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Innovative Technology ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Use Of Technology

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

scholarly journals Dinamika Pendidikan Islam: Studi Perubahan Kelembagaan dan Metodologi Pada Madrasah Model

ULUMUNA ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 89-106
Author(s):  
Taufik Churahman ◽  
Musfiqon Musfiqon
Keyword(s):  
Teaching And Learning ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Institutional Dynamics ◽  
Open Discussion ◽  
Modern Era ◽  
Three Phases

In this article, I study Islamic education developing in undulated ways from the classic to modern era, including in Indonesia. There is dynamics in two cases: institution and methodology. In term of institutional dynamics, Islamic educational institutions are established through three phases: mosques, Khan Mosques and madrasahs. In Indonesia, madrasahs are formed from teaching and learning in Muslim leaders’ (kiyais) houses, mosques, Islamic boarding schools (pesantren) and then madrasahs. In term of methodological dynamics, Islamic education in madrasahs is started from lecture, memorization, and open discussion. In Indonesia, the developed methods are lecture given through sorogan, bandongan, and classical ways. Those institutional and methodological dynamics bring about madrasahs have special characteristics as particular Islamic educational institutions. As a result, excellent and model madrasahs have been established recently.

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