PROSEDUR PENGAJARAN RUMUSAN PETIKAN MENENGAH ATAS DALAM KALANGAN GURU SANDARAN TIDAK TERLATIH (GSTT) MAAHAD KAWALAN, KELANTAN

Abstract

The Secondary School Standard Kurikulum (KSSM) new syllabus is being developed to look forward to the ability of students to compete at the global level. This syllabus is being used in all secondary schools starting fully at the 2021 school session. Therefore, the aims of this study are to look at the teaching procedures of untrained teachers (GSTT), teaching summary (Section C) according to the format of the Secondary School Standard Curriculum (DSKP-KSSM). In addition, this study will also look at how untrained teachers (GSTT) write their lesson plans in the Teaching Preparation Book (BPM) based on the guidelines set out by Maahad Kawalan to their untrained teacher (GSTT) in Kelantan. Based on a study conducted, the researcher found that there were weaknesses in their process of teaching summary and writing lessons in some items in the Teaching Preparatory Book (BPM). This study used a qualitative methodology in the form of a case study with the instruments of the interview, observation, and document analysis, as well as David Ausubel's Meaningful Learning Theory as the basis of the study. In addition, the study was conducted on 2 teachers who are teaching Bahasa Melayu for form 4 in Maahad Kawalan. The results of the study showed that the untrained teachers GSTT (A) and GSTT (B) did not complete the lesson summary based on two observations conducted using the checklist form. The researcher found that the untrained teachers (GSTT) were weak in the process of teaching summary in accordance with the Syllabus which has been prepared in the DSKP - KSSM Assessment format for summary (Section C). In addition, when the researchers refer to the items in the SKPMg2 form, they noticed that the untrained teachers (GSTT) did not write the lesson according to Bahasa Melayu Yearly Lesson Plan and had unclear writing regarding objectives, activities, and reflection in their Teaching Preparation Book (BPM). The implication of this study is that untrained teachers need to undergo training courses for the Bahasa Melayu curriculum. In addition, writing skills and training course courses for writing lessons should be given in advance to untrained teachers (GSTT), so that they can plan and write their lessons correctly.