Kemahiran dan Cabaran Guru Prasekolah dalam Pelaksanaan Aktiviti Seni Halus
Skills and Challenges of Preschool Teachers in The Implementation of Fine Art Activities
DOI:
https://doi.org/10.37134/jpakk.vol15.1.9.2026Keywords:
Seni halus, Kemahiran , Cabaran , Prasekolah, SDG 4: Pendidikan berkualitiAbstract
Keistimewaan hasil karya aktiviti seni halus kanak-kanak mampu menggambarkan keberkesanan pengajaran dari guru mereka. Guru-guru yang berkemahiran tinggi dalam aktiviti seni halus akan menghasilkan pengajaran yang efektif dan bermakna. Kajian ini bertujuan mengenal pasti kemahiran guru prasekolah dan cabaran yang dihadapi oleh guru prasekolah dalam pelaksanaan aktiviti seni halus. Reka bentuk kajian ini adalah kuantitatif yang menggunakan soal selidik sebagai instrumen kajian. Sampel kajian terdiri daripada 40 orang guru prasekolah di negeri Perak. Data kajian ini dianalisis menggunakan analisis deskriptif berdasarkan tinjauan soal selidik. Dapatan kajian daripada tinjauan soal selidik menunjukkan bahawa tahap kemahiran guru dalam pelaksanaan aktiviti seni halus adalah sederhana (min = 3.225), manakala tahap cabaran yang dihadapi juga berada pada tahap sederhana (min = 3.420), berdasarkan interpretasi skala Likert lima mata. Pembangunan model yang berkaitan seperti model aktiviti seni halus dilihat perlu oleh guru prasekolah supaya dapat dijadikan panduan yang khusus dalam aktiviti seni halus bersama kanak-kanak prasekolah. Kajian ini dapat memberi impak kepada guru dalam meningkatkan kesedaran, kesediaan dan strategi perancangan aktiviti seni halus selaras dengan kepentingan aktiviti seni ini terhadap kanak-kanak prasekolah.
The uniqueness of children’s fine art activities is able to reflect the effectiveness of their teachers’ instruction. Teachers with higher levels of proficiency in fine art activities are more likely to deliver effective and meaningful teaching. This study aims to identify teachers’ competencies as well as the challenges faced by preschool teachers in implementing fine art activities. The research design employed is quantitative in nature, utilizing a questionnaire as the primary research instrument. The study sample consisted of 40 preschool teachers in the state of Perak. Data were analyzed using descriptive analysis based on the survey responses. The findings derived from the questionnaire survey reveal that teachers’ skill levels in the implementation of fine arts activities are at a moderate level (mean = 3.225), while the challenges encountered are likewise moderate (mean = 3.420), based on the interpretation of a five-point Likert scale. The development of a relevant model, such as a fine art activity model, is deemed necessary by preschool teachers in order to serve as a specific guideline for implementing fine art activities with preschool children. This study is expected to contribute towards raising teachers’ awareness, readiness, and planning strategies for fine art activities, in line with the importance of such activities for preschool children.
KEYWORDS: Fine arts, skill, challenges, Preschool, SDG 4: Quality Education
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