Persepsi guru terhadap Pembangunan Interactive Sensory Travel Kit dalam membantu kemahiran mengenal huruf kanak-kanak 5 tahun

Teachers' Perceptions Towards the Development of an Interactive Sensory Travel Kit to Help 5-Year-Old Children’s Letter Recognition Skills

Abstract

Kajian ini dijalankan untuk mengkaji persepsi guru dalam bidang Pendidikan Awal Kanak-Kanak terhadap keperluan pembangunan Interactive Sensory Travel Kit bagi membantu kemahiran mengenal huruf dalam kalangan kanak-kanak berumur 5 tahun. Pendekatan kuantitatif dengan reka bentuk kajian tinjauan telah digunakan dalam kajian ini. Sampel kajian dipilih melalui persampelan bertujuan, melibatkan seramai 80 orang guru dari sektor kerajaan dan swasta yang berada dalam bidang Pendidikan Awal Kanak-Kanak. Kajian ini menggunakan instrumen borang soal selidik. Data telah dianalisis secara deskriptif menggunakan perisian Statistical Package for the Social Sciences (SPSS) versi 29.0. Dapatan kajian menunjukkan bahawa min tahap kemahiran mengenal huruf dalam kalangan kanak-kanak 5 tahun adalah 3.6635 iaitu berada pada tahap sederhana. Ini menunjukkan bahawa kanak-kanak sedang menguasai kemahiran mengenal huruf. Manakala, min bagi keperluan pembangunan Bahan Bantu Mengajar (BBM) interaktif adalah 4.3803 yang berada pada tahap tinggi. Berdasarkan kedua-dua dapatan tersebut, kajian ini menunjukkan bahawa pembangunan BBM interaktif berpotensi untuk membantu meningkatkan kemahiran mengenal huruf dalam kalangan kanak-kanak berumur 5 tahun. Hal ini kerana guru menyedari kesan positif penggunaan kit interaktif yang melibatkan elemen sensori dalam proses pengajaran dan pemudahcaraan. Implikasi kajian ini diharapkan dapat meningkatkan tahap kemahiran mengenal huruf kanak-kanak melalui penggunaan Interactive Sensory Travel Kit. Justeru itu, penggunaan BBM interaktif ini dijangka memberikan impak positif dalam mengatasi masalah kemahiran mengenal huruf yang dihadapi oleh kanak-kanak berusia 5 tahun.

This study was conducted to examine the perceptions of teachers in the field of Early Childhood Education regarding the need to develop the Interactive Sensory Travel Kit to support letter recognition skills among 5-year-old children. A quantitative approach with a survey research design was employed in this study. The study sample was selected through purposive sampling, involving a total of 80 teachers from both the government and private sectors specializing in Early Childhood Education. This study utilized a questionnaire as the research instrument. The data were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) software, version 29.0. The findings indicate that the mean score for letter recognition skills among 5-year-old children is 3.6635, which falls within the moderate level. This suggests that children are in the process of mastering letter recognition skills. Meanwhile, the mean score for the need to develop interactive teaching aids is 4.3803, which is categorized as high. Based on these findings, the study suggests that the development of interactive teaching aids has the potential to enhance letter recognition skills among 5-year-old children. This is because teachers recognize the positive effects of using interactive kits that incorporate sensory elements in the teaching and facilitation process. The implications of this study are expected to contribute to the improvement of children's letter recognition skills through the use of the Interactive Sensory Travel Kit. Therefore, the use of these interactive teaching aids is anticipated to have a positive impact on addressing letter recognition challenges faced by 5-year-old children.

Keywords: interactive teaching aids, recognizing letters, Interactive Sensory Travel Kit, children 5 years old