Pedagogi Responsif Budaya: Kesedaran, Pengetahuan dan Kesediaan Guru (Culturally Responsif Pedagogy: Teachers’ Level of Awareness, Knowledge and Readiness)

Abstract

Kewujudan latar belakang majmuk dalam kalangan murid-murid sekolah menuntut guru-guru untuk melaksanakan pedagogi responsif budaya. Kajian penerokaan kualitatif ini bertujuan mengenalpasti kesedaran, pengetahuan dan juga kesediaan guru untuk melaksanakan pendekatan pedagogi responsif budaya. Kajian ini melibatkan 12 orang guru daripada daerah Lembah Klang melalui kaedah pensampelan bertujuan. Data diperoleh melalui temu bual separa berstruktur dan dianalisis secara tematik. Dapatan menunjukkan semua responden sedar bahawa pedagogi responsif budaya berpotensi untuk mewujudkan ekosistem pembelajaran yang efektif. Namun demikian, hampir separuh daripada responden melaporkan bahawa mereka tidak mempunyai pengetahuan yang cukup tentang pedagogi responsif budaya. Namun, meskipun kekurangan pengetahuan tentang pendekatan ini, majoriti responden melaporkan bahawa mereka bersedia untuk mengamalkan pedagogi responsif budaya di dalam pengajaran. Dapatan ini memberi input kepada institusi pendidikan guru dalam memastikan kurikulum pendidikan guru mampu untuk menyediakan guru-guru baik daripada ilmu pengetahuan dan juga kemahiran untuk mengamalkan pedagogi responsif budaya. Hal ini kerana dapatan menunjukkan bahawa guru-guru telah mempunyai kesedaran tentang kepentingan pedagogi responsif budaya terutamanya di Malaysia yang terdiri daripada masyarakat berbilang kaum serta potensi pedagogi responsif budaya bagi mewujudkan satu pengajaran yang berkesan bagi meningkatkan pencapaian akademik murid dan mewujudkan hubungan yang positif antara guru dan murid.

Kata kunci: pedagogi responsif budaya, pengajaran, pembelajaran, kesediaan guru, kesedaran guru, pengetahuan guru, pembelajaran efektif      

The existence of a pluralistic background among school children requires teachers to practice culturally responsif pedagogy. This qualitative exploratory study aims to identify the level of awareness, knowledge and willingness of teachers to implement culturally responsif pedagogical approaches. This study involved 12 teachers from the Klang Valley district through purposive sampling method. Data were obtained through semi-structured interviews and thematically analyzed. The findings show that all respondents are aware that culturally responsif pedagogy has the potential to create an effective learning ecosystem. However, almost half of the respondents reported that they did not have enough knowledge about culturally responsif pedagogy. However, despite the lack of knowledge about this approach, a majority of respondents reported that they were willing to practice culturally responsif pedagogy in teaching. This finding provides input to teacher education institutions in ensuring that the teacher education curriculum is capable of providing teachers with good knowledge and skills to practice culturally responsif pedagogy. This is because the findings show that teachers have an awareness of the importance of culturally responsif pedagogy especially in Malaysia comprising multiracial society and the potential of culturally responsif pedagogy to create effective teaching to enhance student academic achievement and create positive relationships between teachers and student.

Key Words: culturally responsif pedagogy, teaching, learning, teacher readiness, teacher awareness, teacher knowledge, effective learning