Penguasaan integrasi visual-motor kanak-kanak prasekolah di Sk, Sjkc dan Sjkt
Visual-motor integration performance of preschoolers in Sk, Sjkc and Sjkt
DOI:
https://doi.org/10.37134/jpak.vol7.1.2018Keywords:
integrasi visual-motor, persepsi visual, koordinasi motor halus, Beery VMI, kanak-kanak prasekolah, visual-motor integration, visual perception, fine motor coordination, preschoolersAbstract
Integrasi visual-motor (IVM) merupakan kebolehan untuk mengkoordinasi kemahiran persepsi visual dan motor halus. IVM mempunyai hubungan dengan kemahiran asas pembelajaran seperti membaca, menulis dan kemahiran matematik. Tujuan kajian ini adalah untuk meninjau penguasaan IVM kanak-kanak prasekolah di SK, SJKC dan SJKT. Beery VMI-6 versi pendek telah digunakan untuk menaksir penguasaan IVM kanak-kanak prasekolah. Seramai 359 orang kanak-kanak prasekolah telah dipilih secara rawak menggunakan teknik pensampelan rawak kluster dari 20 buah institusi prasekolah KPM. Dapatan kajian menunjukkan terdapat perbezaan yang signifikan antara penguasaan IVM kanak-kanak prasekolah di SK, SJKC dan SJKT. Kanak-kanak prasekolah di SJKC didapati mempunyai penguasaan IVM yang lebih tinggi daripada kanak-kanak prasekolah di SK dan SJKT. Kesimpulannya, kanak-kanak prasekolah dari jenis sekolah yang berbeza turut mempunyai penguasaan IVM yang berbeza. Perbezaan sukatan dan aktiviti pembelajaran dijangka memberi impak kepada penguasaan IVM kanak-kanak prasekolah. Kajian lanjutan perlu memberi fokus kepada pengaruh etnik dan budaya terhadap penguasaan IVM kanak-kanak prasekolah.
Visual-motor integration (VMI) is the ability to coordinate visual perception and fine motor skills. VMI is associated with many basic learning skills such as reading, writing and mathematics. The aim of this study was to explore the VMI performance of SK, SJKC and SJKT preschoolers. The Beery VMI-6 short version was used to assess the VMI performance of preschoolers in this study. A total of 359 preschoolers were recruited from 20 KPM preschools using the cluster random sampling technique. The result showed significant difference between the VMI performance of SK, SJKC and SJKT preschoolers. SJKC preschoolers performed the highest for VMI compared to SK and SJKT. As a conclusion, preschoolers from different type of schools had different VMI performances. This may be due to different syllabi and learning activities that had affected VMI performances. Future research needs to focus on the influences of ethnicity and culture in the preschoolers’ VMI performance.
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