Abstract
Dalam era pendidikan digital, pendekatan pedagogi yang fleksibel dan adaptif amat penting bagi memenuhi keperluan murid di sekolah yang pelbagai. Pedagogi terbeza dilihat sebagai pendekatan yang inklusif menyokong pembelajaran berasaskan potensi individu, motivasi dan kesejahteraan murid. Oleh itu, kajian ini meneliti hubungan antara pengetahuan, persepsi dan kreativiti berkait dengan amalan pedagogi terbeza dalam kalangan bakal guru Fizik. Seramai 74 orang bakal guru Fizik daripada program Ijazah Sarjana Muda Sains dengan Pendidikan (Fizik) telah dipilih sebagai responden kajian menggunakan pendekatan persampelan mudah. Kajian kuantitatif ini menggunakan soal selidik yang mempunyai kebolehpercayaan tinggi (α = 0.868). Data dianalisis dengan menggunakan perisian Statistical Package for Social Science (SPSS) versi 30.0 untuk mendapatkan min, sisihan piawai dan korelasi. Dapatan menunjukkan tahap pengetahuan adalah sederhana tinggi (min=3.77, SP=0.694), manakala persepsi (min=4.47, SP=0.437) dan kreativiti (min=4.06, SP=0.395) berada pada tahap tinggi. Korelasi Pearson pula menunjukkan hubungan positif rendah antara pengetahuan dan persepsi (r=0.206, p=0.078), serta hubungan sangat rendah antara pengetahuan dan kreativiti (r=0.026, p=0.826). Sebaliknya, terdapat hubungan positif sederhana dan signifikan antara persepsi dan kreativiti (r=0.595, p=0.001), menunjukkan persepsi pedagogi yang inklusif memainkan peranan penting dalam merangsang kreativiti pengajaran yang memberi ruang kepada murid daripada pelbagai latar belakang pembelajaran. Pengetahuan terhadap pedagogi terbeza sahaja dalam kalangan bakal guru Fizik tidak mencukupi tanpa sokongan persepsi yang positif untuk menghasilkan amalan inovatif. Oleh itu, pendekatan pedagogi terbeza perlu diterapkan secara holistik bagi memastikan pembelajaran Fizik yang relevan, menyeronokkan dan berimpak tinggi.
In the era of digital education, flexible and adaptive pedagogical approaches are essential to meet the diverse needs of learners. Differentiated pedagogy is viewed as an inclusive approach that supports learning based on individual potential, motivation, and student well-being. This study aims to examine the relationships between knowledge, perception, and creativity regarding differentiated pedagogy practices among Physics pre-service teachers. A total of 74 pre-service Physics teachers enrolled in the Bachelor of Science with Education (Physics) programme were selected as participants using a convenience sampling approach. This quantitative study employed a questionnaire with high reliability (α = 0.868). The data were analyzed using the Statistical Package for Social Science (SPSS) software version 30.0 to obtain the mean, standard deviation and correlation. The findings indicate that the level of knowledge is moderately high (mean=3.77, SD=0.694), while perception (mean=4.47, SD=0.437) and creativity (mean=4.06, SD=0.395) are at high levels. Pearson’s correlation shows a weak positive relationship between knowledge and perception (r=0.206, p=0.078) and a very weak positive relationship between knowledge and creativity (r=0.026, p=0.826). Conversely, there is a moderate and significant positive relationship between perception and creativity (r=0.595, p=0.001), suggesting that an inclusive pedagogical perception plays an important role in stimulating teaching creativity that accommodates learners from diverse learning backgrounds. Knowledge of differentiated pedagogy alone is insufficient without the support of positive perceptions to cultivate innovative teaching practices. Therefore, differentiated pedagogy needs to be implemented holistically to ensure Physics learning is relevant, engaging, and impactful.