The Practice of Pupil-Centered Activities in The Process of Learning Science Among Special Education Pupils Using the Gallery Walk Method
Keywords:Student-Centered Learning Activity Problems, Special Education Pupils, Gallery Walk
The purpose of this best practice is to practise the activities of the pupils in the classroom by using the Gallery Walk teaching strategy and collaborating in small groups to share ideas and communicate through questions, documents, pictures, and even texts among the pupils of Special Education at Sekolah Menengah Kebangsaan Bukit Baru Melaka (Bukit Baru Secondary School). This may help to address the issue of pupils being passive in the classroom. Gallery Walk is one of the most effective teaching strategies for 21st century learning. This pupil-centered learning allows students to actively connect during teaching and learning sessions. According to Muhammad Ridwan (2019), Research studies to the Gallery Walk approach are practices that have proven successful in combining the strategies of the learning process, to create an active learning environment. The focus of this practice activity is to see how Special Education pupils carry out student-centered learning activities using the Learning Strategy on a Gallery Walk basis.Teachers act as planners, facilitators, observers, and monitors to ensure that each pupil is engaged and learning throughout each group's presentation period. The target group for the implementation of this practice activity is 6 Special Education pupils in Sunflower class in 2022. The data collected in the implementation of this practice activity are using questionnaires , observations and interviews that are analyzed descriptively and narratively. The findings of the activities carried out revealed that this practice activity was successful in improving pupil-centered learning activities in science learning as well as improving the teacher's practice in the process of teaching and learning in terms of formulating, planning, and implementing activities in the Gallery Walk without compromising the content elements of the Curriculum and Assessment Standard Document.
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