INTRODUCTION

The Document of Standard Curriculum and Assessement produces teaching and

learning.

• Containing a variety of resource uses, learning methods and

activities that will be applied in classrooms.

The production of textbooks as teaching aids. Textbooks as a medium to

conduct educators following the suitability and needs of students.
 PURPOSE OF RESEARCH

Defining the textbook usage levels of visual arts

education (special education) for secondary 1 by
subject teachers in the aspects of content rating,
activities and exercises as well as graphics.
 LITERATURE REVIEW STUDY

Textbook Re-draft the textbook through improving the

Section, curriculum aspects for fulfilling the national
education transformation such as the basic
KPM, 2002
features of textbook writing

Rosni Teaching materials play a leading role in

2013 learning the textbooks and providing the
learning curriculum for the students.

Mariani Textboks as conveyor of basic information

2014 from specific learning syllabus.
 LITERATURE REVIEW STUDY

Books which used as reference by students at

a particular level also as a learning medium Muslich,
referring to specific field of learning. 2010

Norihan
41.1% of teachers usually use textbooks. Rahmat,
2003

The quality of textbooks as one of the

research aspects which engages the A & Tsai Y.H
language usage, illustration, design and the 2002
questions of exercises - influence teachers
and students.
 RESEARCH DESIGN
Mixed-Mode Methods

Quantitative Qualitative

Observing the effectiveness of the methods in assessing the effects of use of

textbooks in 2 schools.

Mixed-mode methods produces a more comprehensive research than the research

that uses a single-mode method (Creswell &Plano Clark, 2007)

Mixed-mode methods focus on something that is more open and complex which can
be studied better. (Shema & Woodman, 2013)
RESEARCH RESPONDENT
A School in Putrajaya Area 1
(School B)

A PSV Teacher Two male students

(Special Education) A female student

2 A School in Selangor Area

(Sekolah A)

A PSV Teacher Five male students

(Special Education) Two female students
INSTRUMEN KAJIAN 1

Questionn
aire Form

Language and Activities and

Textbook Graphical
term exercises
assessment assessment
assessment assessment
 Observation of
Visual Arts
Education Subject
(transition class)

Classroom A Classroom B

A school in Selangor A school in Putrajaya

Teaching and Learning Teaching and Learning

 ANALISA DATA

• Mean score following the evaluation stage of

the study
Mean Score Evaluation Stage
1.00 – 1.81 Very Low
1.82 – 2.61 Low
2.62 – 3.42 Moderate
3.43 – 4.23 High
4.24 – 5.00s ` Very High
 Berdasarkan Borang Soal Selidik
• The mean scores for the two schools that use visual art
education textbooks (special education) for secondary 1
Assessment Criteria School A School B
(A school in (A school in
Selangor area) Putrajaya area)
Textbooks 4.5 3.9
Language and term 3.5 3.8
Activity and exercise 4.5 3.7
Graphic 4.5 3.8
Questionnaire Findings
• Tahap SANGAT
Sekolah TINGGI bagi min
A keseluruhan 4.2

• Tahap TINGGI bagi

Sekolah min keseluruhan
B iaitu 3.8
RESEARCH INSTRUMENT 2: OBSERVATION
The observation was based
on learning and teaching
(Pdp) in classrooms.

School The observation has School B

A included the textbook topics.

The timing was based on the

classroom's schedule
Research Observation Findings

Sekolah A Sekolah B
(Selangor) (Putrajaya) Kelas Amanah
Kelas 1 Zamrud
5 orang murid lelaki 2 orang murid lelaki
1 orang murid
perempuan
2 orang murid
perempuan

Masa pembelajaran 60
minit ( 2 waktu)

Masa pembelajaran
40 minit
 CLASSROOM 1 ZAMRUD
Title : Forms (page 23 in the textbook)

• Students produced houses using papers.

• The teacher showed step-by-step the process of making a house using papers such
as cutting, folding, pasting, rolling, making lines and etc.

• Each of the students needs to be guided one-by-one. 6 students followed the

instructions given by the teacher.

• 10 minutes before the class dismissed, a student still couldn't finished the house
because of difficulties such as folding and cutting the paper.
 CLASSROOM 1 AMANAH
• Title: Creating Patterns Using Capan Technique (Not in the textbook syllabus -
modification from the teacher)

• The students produced patterns using capan technique.

• The teacher explained the materials for making patterns using capan technique.

• The students reiterated each of the materials needed for this technique such as
nutmeg vegetables, chickpeas and cabbage flowers.

• The students followed the instructions given by the teacher. 2 male students
managed to follow the teacher's instructions as shown in the classroom.

• The students stamped colours on the vegetable's surfaces as prepared by the

teacher.

•At the last minute a female student was still doing the capan technique but in the
opposite direction.
•Female students followed the teacher's instruction in completing the task.
 CONCLUSION
• It was observed that both schools used the visual arts
textbooks for special education.
• The teachers were still applied the teaching topics as
stated in the textbook. However, some teachers have
made modifications without referring the topics in the
textbook due to limited ability of the students.
• Both data gathered through observation and
questionnaires carried out, found that textbooks was
used as reference and guidance by the teachers in the
classrooms but the implementations were different.