Coin-Art Learning Model Development in Visual Arts for Psychological Secondary Schools Inclusive Students: A Need Analysis

Abstract

A teacher's quality is the most significant school-based factor in determining student outcomes. The quality of a system cannot exceed the quality of its teachers. In Secondary School Standard Curriculum, the cooperative learning strategy is based on 21st-century learning. The teaching and learning process is an important planning step that visual art teachers do while managing visual art education activities that are targeted at accomplishing certain learning goals. With the implementation of the cooperative learning model, teachers will be able to develop teaching and learning activities that are appropriate for both mainstream and special needs students in the Inclusive Education program. When organizing a lesson, it's important to consider the students' abilities and knowledge. As a result, pedagogical innovation should follow changes in national policy. The goal of this study is to determine the need for a "CoiN-Art" learning model among students in Malaysian secondary schools that are enrolled in an inclusive education program. The respondents of this study were a total of 4 Visual Arts Education teachers and 2 experts from the Institute of Teacher Education who were selected by a purposive sample. The Atlasti tool was used to analyze the interview transcripts. The findings of the data analysis reveal that there is a need to develop a "CoiN-Art" learning model among students in Malaysian secondary schools enrolled in inclusive education programs. The outcomes of this study suggest that using cooperative learning in teaching and learning for children with special needs, particularly in inclusive education programs, is extremely important.