Kajian mendapati peserta kajian mem

Kajian mendapati peserta kajian memiliki kefahaman tentang pendekatan dan teknik pengajaran dicadangka. Namun, pemerhatian pengajaran didapati peserta kajian kurang melaksanakan pendekatan yang dicadangkan. Pendekatan yang digunakan peserta kajian cenderung kepada pendekatan pengajaran berpusatkan guru dan kaedah pengajaran memberi arahan, seperti menggunakan pendekatan dan teknik mengajar seperti hafalan dan drill untuk murid menguasai kemahiran membaca, menulis dan matematik. Oleh itu, dapatan kajian ini tidak selari dengan Lihana (2005) dan Sharifah dan Aliza (2011), dan Kreber dan Cranton (2000) yang menyatakan teknik khusus untuk murid prasekolah mesti, berdasarkan umur, perkembangan diri, bakat, kebolehan dan minat murid yang dapat membantu murid berfikir secara kritis, pada masa yang sama menyediakan murid ke Tahun Satu dan nsan yang seimbang.
Dapatan kajian menunjukkan pengurusan bilik darjah dalam pengajaran agak baik, khususnya dari segi kawalan disiplin. Keadaan seperti itu adalah seperti dihasratkan KSPK. Dapatan kajian ini selari dengan Siti Hidyana (2012), Abd Shatar (2007), Yusminah (2004) yang menyatakan, pengetahuan pengurusan bilik darjah seharusnya meliputi cara memotivasikan pelajar, mengajar dengan menarik, menggerakkan kerjasama dalam kalangan pelajar, membantu pelajar mengatasi kesukaran belajar, membantu pelajar berfikir secara kritis dan cara untuk mendapatkan maklum balas yang bermakna.

Results (English) 1:

The study found participants study had an understanding on approaches and techniques for teaching dicadangka. However, teaching observation study found less to implement the proposed approach. Study approach the approach to teaching and teacher-centered teaching methods give instructions, such as using the approaches and techniques of teaching such as hafalan and drill to the students master the skills of reading, writing and mathematics. Thus, this finding is not consistent with Lihana (2005) and Sharifah and Aliza (2011), and Kreber and Cranton (2000) which sets out specific techniques for pre-school pupils must, based on age, personal development, talent, ability and interest of students to help students think in critical, at the same time provides students to year one and a balanced nsan.The findings showed a classroom management in teaching passable, especially in terms of disciplinary control. Such a situation is as intended KSPK. The findings of this study in line with the Siti Hidyana (2012), Abd Shatar (2007), Yusminah (2004) which States, knowledge of classroom management should cover how to motivate students, taught by pulling, moving collaboration among students, helping students overcome learning difficulties, help students think in critical and way to get meaningful feedback.

Results (English) 2:

The study found that study participants have a better understanding of the approaches and techniques backed up. However, observation of teaching found study participants about implementing the proposed approach. The approach to the study participants tend to teacher-centered teaching approaches and teaching methods give instructions, such as approach and teaching techniques such as memorization and drills for students to master the skills of reading, writing and mathematics. Therefore, these findings are not consistent with foxy (2005) and Sharifah and Aliza (2011), and Kreber and Cranton (2000) which states that a special technique for pre-school students must, based on age, personal growth, talent, abilities and interests of students can help students to think critically, at the same time provide students into Year One and San balanced.
the findings show that classroom management in teaching is quite good, especially in terms of disciplinary control. Such a situation is as intended KSPK. The findings are in line with Siti Hidyana (2012), Abd Shatar (2007), Yusminah (2004) who stated, knowledge of classroom management should include how to motivate students, taught by attracting, mobilizing cooperation among the students, help students overcome learning difficulties, help students to think critically and how to get meaningful feedback.