Isu dan Cabaran Guru dalam Pengajaran Matematik Awal di Prasekolah: Sorotan Literatur Bersistematik
Teachers’ Issues and Challenges in Teaching Early Mathematics in Preschool: A Systematic Literature Review
DOI:
https://doi.org/10.37134/jpakk.vol15.1.10.2026Keywords:
Matematik Awal, Cabaran Guru, Pendidikan Prasekolah, Sorotan Literatur BersistematikAbstract
Sorotan literatur bersistematik ini bertujuan untuk mengenal pasti dan menganalisis secara kritikal isu serta cabaran utama yang dihadapi oleh guru dalam pengajaran Matematik Awal pada peringkat prasekolah berdasarkan bukti empirikal terkini. Pengajaran Matematik Awal kini diiktiraf sebagai asas pembinaan kognitif dan pencapaian akademik kanak-kanak pada peringkat awal. Namun begitu, pelaksanaannya sering berhadapan dengan pelbagai kekangan yang merangkumi aspek pedagogi, profesionalisme guru, keperluan perkembangan kanak-kanak, serta pengaruh persekitaran pembelajaran. Walaupun pelbagai pendekatan serta inovasi pedagogi diperkenalkan, dapatan kajian berkaitan cabaran sebenar yang dialami oleh guru masih bersifat terpisah dan tidak disintesis secara menyeluruh. Sehubungan itu, kajian ini dijalankan dengan menggunakan kerangka Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) bagi memastikan proses pencarian, saringan dan pemilihan artikel dilaksanakan secara sistematik serta telus. Carian literatur dijalankan menggunakan dua pangkalan data utama, iaitu Scopus dan ERIC, dengan menggunakan kata kunci seperti “issues”, “challenges”, “early mathematics” dan “preschool”. Hanya artikel empirikal yang diterbitkan antara tahun 2021 hingga 2025 dipertimbangkan dan sebanyak 36 kajian primer dikenal pasti memenuhi kriteria kelayakan. Analisis tematik mendapati bahawa isu serta cabaran dalam pengajaran Matematik Awal dapat diklasifikasikan kepada tiga tema utama, iaitu (1) inovasi pedagogi, intervensi dan reka bentuk aktiviti Matematik Awal, (2) aspek guru, latihan profesional dan transformasi kurikulum Matematik Awal, serta (3) faktor perkembangan kanak-kanak, konteks sosial-emosi dan ekologi yang mempengaruhi pembelajaran Matematik Awal. Secara keseluruhannya, dapatan kajian ini memberikan gambaran yang komprehensif tentang cabaran berbilang dimensi yang dihadapi oleh guru prasekolah, di samping menegaskan keperluan terhadap sokongan profesional, pedagogi serta dasar yang lebih bersepadu bagi memperkukuh kualiti pengajaran Matematik Awal di prasekolah.
This systematic literature review (SLR) aims to identify and critically analyze the key issues and challenges encountered by teachers in early mathematics instruction at the preschool level, based on recent empirical evidence. Early mathematics education is recognized as the cornerstone of cognitive foundations and academic achievement in early childhood; however, its implementation frequently encounters various constraints, including pedagogical aspects, teacher professionalism, developmental needs, and the influence of the learning environment. Despite the introduction of diverse pedagogical approaches and innovations, existing research on the challenges teachers actually face remains fragmented and lacks a comprehensive synthesis. Consequently, this study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to ensure a systematic, transparent process for searching, screening, and selecting articles. The literature search was performed across two primary databases, Scopus and ERIC, utilizing keywords such as “issues”, “challenges”, “early mathematics”, and “preschool”. Only empirical articles published between 2021 and 2025 were considered, yielding 36 primary studies that met the eligibility criteria. Thematic analysis revealed that the issues and challenges in early mathematics instruction can be classified into three major themes: (1) pedagogical innovation, intervention, and the design of early mathematics activities; (2) teacher-related factors, professional training, and early mathematics curriculum transformation; and (3) developmental factors, social-emotional contexts, and the ecology influencing early mathematics learning. Overall, the findings provide a comprehensive overview of the multidimensional challenges preschool teachers face and underscore the need for more integrated professional, pedagogical, and policy support to strengthen the quality of early mathematics education in preschools.
KEYWORDS: Early Mathematics, Teachers’ Challenges, Preschool Education, Systematic Literature Review
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