PEMBANGUNAN MODEL PEDAGOGI TERBEZA: FASA ANALISIS KEPERLUAN
Main Article Content
Diversity of students in the classroom has largely impacted the world of education in Malaysia when the Ministry of Education issued a statement to no longer segregate students according to their level of achievement and instead placed equally without factoring achievement. Due to the mixed level of achievement, new teaching methods are required to tackle the difference in the students. Therefore, this study was conducted to identify the level of knowledge of Differential Pedagogy among teachers and to identify the need for the development of a Differential Pedagogy model. This study is conducted as a survey study. A set of questionnaires containing 21 items related to the level of knowledge of Differential Pedagogy among teachers and the development needs of Differentiated Pedagogy Model. The study involved 361 South Zone primary school teachers. The data obtained were analysed using Statistical for Social Science (SPSS) software to obtain descriptive statistical data involving mean, percentage, and frequency. The data shows that the level of knowledge of Differentiated Pedagogy among teachers is at a moderate level in which the average value of the overall mean is 2.82 (SP = 1.350). While the findings of the study for the development needs of Differentiated Pedagogy model is at a high level with an average overall mean value of 4.12 (SP = 0.581). The results indicate that there is a need for the development of a Differentiated Pedagogy model. The implications of the study show that the Differentiated Pedagogy model is needed to overcome the problem of teachers’ lack of knowledge on Differentiated Pedagogy which is a new teaching approach. This is because Differentiated Pedagogy is an appropriate teaching approach implemented to facilitate the diversity of students in the classroom.