FACTORS FOR THE DROPOUT OF TEMIAR INDIGENOUS STUDENTS' EDUCATION IN SECONDARY SCHOOLS IN SMALL DISTRICT OF SUNGAI SIPUT (U), PERAK

This study aims to identify the factors contributing to the dropout of Orang Asli students of the Temiar sub-ethnic group in education at secondary schools in the Sungai Siput (U) sub-district, Perak. This study uses a quantitative approach through a survey method to obtain data from study respondents using a questionnaire. In this study, the population involves indigenous students listed as students at risk of dropping out obtained from the Red Flag Risk of Dropout (RFRC) data developed by the Student Development Sector, Perak State Education Department. A total of 141 respondents consisting of special education students and special education students from form 1 to form 4 from Sekolah Menengah Kebangsaan Bawong. The instrument used in the study is a closed-ended questionnaire set containing 45 items covering three constructs, namely attitude, culture and infrastructure. The data from this study was analyzed descriptively to find the mean value and standard deviation as well as inferential analysis with an independent sample T-test. While the reliability analysis of the instrument found that the reliability of the study instrument was at a high level with a Cronbach's Alpha value of 0.9. The study findings also show that all three constructs are at a low level with a mean score value between 1.82 and 2.10. Meanwhile, the results of inference analysis show that there is a significant difference between male and female students for the constructs of attitude (p=0.001) and culture (p=0.001). The findings of this study also show that the infrastructure construct, namely the item students need to take care of family members who are not healthy and often lose things in the dormitory, influences students to not attend school, which is 42%. Overall, all three constructs have an influence on the problem of absenteeism of Orang Asli students to school, but attention needs to be given to infrastructure facilities and stronger support for the provision of facilities in remote areas, especially areas where the Orang Asli community lives, to ensure that access to fair and inclusive education for all students can be implemented.