KOLABORASI DALAM PENGHASILAN INOVASI PENGAJARAN

Kolaborasi adalah elemen penting ketika penghasilan inovasi. Dalam kepelbagaian kekangan yang dihadapi ketika menghasilkan inovasi, kolaborasi dapat membantu memudahkan proses tersebut. Namun, apakah bentuk kolaborasi yang biasa dijalinkan oleh guru inovatif di sekolah ketika menghasilkan inovasi? Persoalan ini menarik untuk diterokai. Kajian ini dijalankan menggunakan kaedah kualitatif dengan reka bentuk kajian kes. Data dikutip melalui temu bual terhadap lapan peserta kajian daripada lapan sekolah berbeza di tiga buah negeri. Peserta kajian dipilih menggunakan kaedah persampelan bertujuan. Empat kriteria ditetapkan, iaitu; 1) menghasilkan inovasi pengajaran, 2) memenangi pertandingan inovasi sekurang-kurangnya di peringkat negeri, 3) tidak lokek berkongsi maklumat tentang kolaborasi ketika menghasilkan inovasi, dan 4) mudah didekati dan memberikan kerjasama. Data dianalisis menggunakan aplikasi Nvivo 12 Plus. Perbandingan antara data satu peserta kajian dengan peserta kajian lain dibuat agar dapat membentuk tema yang tepat. Dapatan menunjukkan terdapat tujuh bentuk kolaborasi dijalinkan oleh peserta kajian, iaitu kolaborasi dengan pelajar, rakan guru, pentadbir, IPT, pasangan, syarikat dan upah. Kolaborasi guru inovatif tidak terhad bersama rakan guru dalam ahli panitia sahaja, bahkan turut merangkumi pelbagai pihak yang mempunyai kepakaran, pengetahuan dan alatan yang diperlukan ketika menghasilkan inovasi. Dapatan ini dapat memberi impak kepada pentadbir sekolah dalam merangka program kolaborasi antara guru di sekolah mereka dengan sekolah lain dan turut membuka ruang kepada kolaborasi dengan agensi luar daripada pendidikan agar inovasi yang dihasilkan mencapai piawaian yang lebih tinggi dan berkualiti. Selain itu, kolaborasi dengan pelajar juga perlu digalakkan kerana pelajar adalah golongan pengguna yang akan menerima impak langsung daripada inovasi pengajaran yang dihasilkan.   Collaboration is an important element when generating innovation. In the variety of constraints faced when producing innovations, collaboration can help facilitate the process. However, what is the common form of collaboration forged by innovative teachers in schools when producing innovations? This question is interesting to explore. This study was conducted using qualitative method with case study design. Data were collected through interviews of eight study participants from eight different schools in three states. Study participants were selected using purposive sampling method. Four criteria were set, namely; 1) produce instructional innovations, 2) win innovation competitions at least in the state level, 3) not stingy in sharing information about collaboration when producing innovations, and 4) approachable and can collabore. Data were analyzed using the Nvivo 12 Plus application. Comparisons between the data of one study participant with other study participants were made in order to form an accurate theme. The findings show that there are seven forms of collaboration established by the study participants, namely collaboration with students, teacher colleagues, administrators, HEIs, spouses, companies and wages. These findings show that the collaboration of innovative teachers is not limited to fellow teachers in the committee members only, but also includes various parties who have the expertise, knowledge and tools needed when producing innovations. These findings can have an impact on school administrators in designing collaboration programs between teachers in their schools and other schools and also open space for collaboration with agencies outside of education field so that the innovations produced achieve higher standards and quality. In addition, collaboration with students should also be encouraged because students are the users who will receive a direct impact from the teaching innovations produced.