Jurnal Pendidikan Awal Kanak-kanak Kebangsaan

KAJIAN pelaksanaan Pembelajaran Berasaskan Projek (PBP) oleh pendidik dalam Pengajaran Dan Pembelajaran (PdP) di Pusat Anak Permata Negara (PAPN)

‘Aisyah ‘Inani Mohd. Saad — 2024-03-18

Pembelajaran Berasaskan Projek (PBP) merupakan salah satu kaedah pembelajaran yang dilaksanakan di Pusat Anak PERMATA Negara (PAPN). Tujuan kajian ini adalah untuk meneroka kemahiran pendidik dalam pelaksanaan PBP di PAPN, meninjau keberkesanan PBP dalam proses perkembangan awal kanak-kanak dan meneroka tahap kolaborasi ibu bapa dan pendidik dalam pelaksanaan PBP di PAPN. Kaedah temu bual telah digunakan bagi mendapatkan maklumat daripada lima (5) orang pendidik PAPN yang pernah menjalankan PBP. Kajian ini telah menggunakan analisis bertema dalam membentangkan dapatan kajian iaitu; kemahiran pendidik dalam menjalankan PBP, kesan PBP dalam pembelajaran kanak-kanak dan kolaborasi bersama ibu bapa. Dapatan menunjukkan PBP di PAPN dapat dilaksanakan dengan baik dan dapat memberi impak positif kepada pembelajaran kanak-kanak, justeru pelaksanaan PBP bersama kanak-kanak 1 - 4 tahun perlu diteruskan.

Facilitating a Kindergarten Child to Make Sense of Number Pattern at Home: A Case study

Sai Hoe Fu — 2024-03-21

This research aims to explore the mechanism of making sense number patterns at home, because of local pandemic COVID-19 outbreaks during the enforcing of the conditional motion control order (CMCO). The new mechanism framework is based on the blending of Skemp's understanding property, Tall’s idea of compression, and Chin's supportive and problematic conceptions framework. The researchers employed a qualitative case analysis study design, and a purposive sampling method was used to obtain a sample of one kindergarten child and one parent. Data were gathered in semi-structured parent interviews, direct observations, and analysis of documents such as worksheets and journal entries were performed to gain a comprehensive picture of a child’s making sense of number patterns. Results demonstrate that the mechanism was potential successful for helping the kindergarten child in making sense the number patterns. The child was able to make sense and recognise various number patterns at the end of this study.

The Level of Teachers’ Mastery On Teaching And Learning Methods of Learning while Playing Used Post-Covid In TABIKA KEMAS

Noraina Maliha Ismail — 2024-04-25

Due to the COVID-19 pandemic, the teaching and learning system that used to be carried out in schools can no longer be implemented as usual. To continue learning, the Ministry has instructed educators to carry out teaching and learning at home (PdPR). To ensure that educators can implement teaching and learning at home as the learning alternative in the new norm, the Ministry of Education Malaysia has developed the first home-based teaching and learning module in 2020 and followed by the second module in 2021. With reference to that, this study was carried out to see the level of teachers’ mastery of post-covid teaching and learning of learning while playing. This study involved 135 respondents consisting of teachers of Tabika KEMAS in the state of Melaka. The Data obtained were analyzed by descriptive statistics using Statistical Package for Social Science (SPSS) version 27 to obtain the mean distribution, percentage and standard deviation. The findings of the study found that the overall mean level of teacher mastery of teaching and learning methods while playing post-Covid at Tabika KEMAS obtained is 3.99 (SP = 0.62), while in terms of teacher knowledge the mean value is 3.98 (SP = 0.65) and its implementation has a mean value of 4.00 (SP = 0.64). This shows that the level of teachers' mastery of the knowledge and implementation of teaching methods and learning while playing post-Covid is at a high level because they have been exposed to the teaching practice of learning while playing.

Post Pandemic COVID-19: Kindergarten Teachers’ Perceptions Toward the Number Concept Skills of 5 Year Old Children

Norhanisah Othman — 2024-04-25

This study aims to examine the perception of kindergarten teachers towards the two objectives of the study, which are to see the level of kindergarten teachers' knowledge of the importance of number concepts and to identify suitable teaching methods to be applied after the COVID-19 pandemic. A quantitative approach with a survey research design was used in this study. The selection of the study sample was carried out by sampling in order to involve 108 samples of kindergarten teachers who are in the field of early childhood education in the government or private sector. The research instrument used is a questionnaire. Data were analyzed using descriptive analysis using the Statistical Package for Social Sciences (SPSS) version 29.0 software. The findings of the study show that there is a direct relationship between the level of teachers' knowledge of the concept of numbers with appropriate teaching methods to be applied after the COVID-19 pandemic. This is because the study sample knows the appropriate teaching methods to be applied in learning number concepts. The implications of this study are expected to further increase the level of knowledge of kindergarten teachers regarding the importance of number concepts and this study was carried out to find a more appropriate teaching method to help improve mathematical number concept skills among 5-year-old children in the classroom. So, the COVID-19 pandemic is seen to some extent to have had a big impact on number concept skills among 5-year-old children which is at a worrying level.

The Perception Of Parents Towards Specialized Malay Language Reading Skills Modules In Preschool Education

Arulmozhi Narayanasamy — 2024-04-25

This study explores parents' perceptions and experiences regarding existing Malay reading modules in preschool education and their impact on children's reading proficiency. Five parents were interviewed, revealing a unanimous consensus on the importance of a special module for reading Malay for preschoolers according to the national curriculum. Such modules are seen as effective tools to foster early reading skills and standardize content for consistent education. Concerns and challenges associated with commercially available reading modules are also highlighted, emphasizing the need for rigorous evaluation. This study also underlines the importance of the involvement of the Malaysian Ministry of Education (MoE) in the development and content validity and reliability of specific reading modules. The findings of the study also provide insight into improving reading skills among preschool students, in line with the national preschool curriculum and the need to conduct further research on the development of special Malay language modules in early childhood education.

The Level of Knowledge of Preschool Teachers in Implementing Play-Based Learning Approach in Early Mathematics Education

Xiao Xuan Tan — 2024-04-25

A survey study was conducted to identify the level of knowledge of preschool teachers in implementing the play-based learning approach (PBMB) in early math education. Additionally, this study aimed to determine the differences in the level of knowledge of preschool teachers in implementing the play-based learning approach according to their teaching experience. A total of 108 preschool teachers from the Kuantan district in the state of Pahang were the sample for this study. Data were collected using a questionnaire instrument and analyzed using Statistical Package for Social Science (SPSS) Version 27.0 software. The data obtained were analyzed using descriptive statistics and the t-test. The results of the descriptive analysis showed that the level of knowledge of preschool teachers in implementing the play-based learning approach in early math education was very high (M=4.40, SP=0.388). The inferential analysis found no significant difference in the level of knowledge of preschool teachers in implementing the play-based learning approach according to their teaching experience. The study's findings are expected to provide valuable information for preschool teachers, schools, the Pahang State Education Department, and the Ministry of Education Malaysia to enhance the implementation of the play-based learning approach in preschool. The proposed further study aims to involve all KPM preschool teachers in Malaysia and delve deeper into the examination of skills, attitudes, PBMB implementation, and challenges faced by preschool teachers when carrying out PBMB.

The Level of Knowledge and Skills in The Use of Interactive Multimedia Among Preschool Teachers for Teaching English Vocabulary

Roseann Euphrasia Welly — 2024-04-25

English is one of the mandatory languages studied in education in Malaysia. Technology is proved to be an effective tool to assist students in mastering English vocabulary, specifically interactive multimedia. However, it has been found that the application of interactive multimedia among teachers is still at a basic level. Therefore, this study was conducted to identify the level of pre-school teachers' knowledge in the application of multimedia for teaching English vocabulary, determine the level of pre-school teachers' skills in the application of interactive multimedia for teaching English, and establish the relationship between pre-school teachers' knowledge and skills in the application of interactive multimedia for teaching English vocabulary. This study used a quantitative survey design. The study data was analyzed using Statistical Package for the Social Sciences (SPSS) and Microsoft Excel. The questionnaires in the study involved 39 pre-school teachers from the Kinabatangan district, Sabah. The findings revealed that the respondents' knowledge of the application of interactive multimedia in teaching English vocabulary is high (M=3.99, SD=0.692). The respondents also have a high level of skills in applying interactive multimedia for teaching English vocabulary (M=3.70, SD=0.685). Inferential statistical analysis further showed a significant relationship between the level of knowledge and skills (r=0.679, p<0.05). The implication of this study shows that the level of knowledge and skill of pre-school teachers are high in applying multimedia interactive for teaching English vocabulary. In conclusion, this study provides an overview of the level of knowledge and skills of pre-school teachers in applying interactive multimedia for teaching English vocabulary.

Learning Environmental Factors Outside the Classroom in Affecting the Psychomotor Development of Kindergarten Children at National Child Development Research Centre (NCDRC), UPSI

Nur Faizah Ramli — 2024-04-25

Kindergarten is an early education institution that provides exposure to children aged four to six years old. Early education in kindergarten is the main platform for improving children's development to allow them to explore, understand, and get to know the world by application of learning through play. The factors of the learning environment in outdoor classrooms with conducive from the aspects of function, landscape, and interactive game system also contribute to the psychomotor development of children. However, the implementation of teaching and facilitating (PdPc) in the outdoor classroom is less implemented by kindergarten teachers due to safety factors, lack of facilities, and the problems of landscape design of the outdoor classroom environment. Therefore, this study was conducted to identify factors of the learning environment in outdoor classrooms in influencing the psychomotor development of children in kindergarten. To achieve the objectives of the study, a qualitative method using a case study approach was implemented to explore the environmental landscape elements that are suitable for influencing the psychomotor development of children at NCDRC, UPSI, Tanjong Malim, Perak. A total of 13 informants consisting of representatives of NCDRC kindergarten teachers, landscape architecture officers, early childhood education lecturers, and NCDRC kindergarten children were involved in this study through focus group discussions (FGD) and individual in-depth interviews. Additional data was obtained from participant observation, document analysis, and audio-visual materials. The thematic analysis approach was used in analyzing the research data. This study contributes significantly to the body of knowledge. It improves conceptual understanding in the use of landscape outside the classroom as well as the use of landscape features as the core of creating an environment that stimulates and supports children's holistic development. The results of the study prove that the role of landscape outdoor classrooms is very important to the development of kindergarten children. The influence spirit place on the landscape of the environment at outdoor classroom can have a positive impact on the physical, cognitive, emotional, and social development of children. Through a comprehensive and stimulating outdoor landscape in kindergarten, children will have fun and meaningful learning experiences. Therefore, this study is expected to give a better understanding, especially to the kindergarten organization and the Ministry of Education about the importance of this landscape design in indirectly helping the education and learning process in schools.

Understanding Parent-Child Relationship Dynamics in Malaysian Indian Families

Kingston Pal Thamburaj — 2024-04-25

This study delves into the complex dynamics of parent-child relationships in Malaysian Indian families, examining the interplay of cultural influences, contemporary challenges, gender dynamics, and migration experiences. The research aims to comprehend how cultural values, traditions, and religious teachings shape these relationships and explores the impact of modern challenges like economic pressures, educational expectations, and technological advancements. Additionally, the study investigates gender dynamics, analyzes migration experiences, and identifies implications for familial well-being and cultural adaptation. Adopting a quantitative method approach, the data, collected through surveys, assesses communication patterns, parental expectations, and socio-economic factors affecting parent-child relationships. The findings highlight the intricate nature of these relationships, influenced by cultural traditions, contemporary challenges, gender dynamics, and migration experiences. Cultural values such as respect for elders and filial piety guide parental expectations and children's behavior. However, challenges like economic pressures and gender biases pose obstacles, impacting interactions and children's well-being. Migration experiences influence relationships as families navigate dual cultural identities and negotiate belongingness in both Malaysian and Indian contexts. The study underscores the need to support Malaysian Indian families in navigating diverse challenges while preserving their cultural heritage and fostering inclusive parent-child relationships.

Keberkesanan Pembangunan Modul Kemahiran Membaca Kanak-Kanak Prasekolah: Sorotan Literatur Bersistematik

Mohammad Nurulanuar Hussin — 2024-06-22

Pengetahuan dan kemahiran membaca dalam kalangan kanak-kanak di prasekolah merupakan salah satu isu global yang sering disuarakan oleh para pengkaji terdahulu sehinggalah kini. Kajian ini adalah untuk mengkaji literatur berkaitan keberkesanan pembangunan modul pembelajaran untuk kemahiran membaca yang telah dihasilkan memberi impak kepada kemahiran dan penguasaan membaca kanak-kanak dan sejauh mana PdP menggunakan modul kemahiran membaca dapat membantu meningkatkan pengetahuan dan kemahiran membaca kanak-kanak prasekolah. Kajian ini dilaksanakan secara sistematik dan berpandukan kepada PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) untuk proses saringan artikel-artikel kajian yang terpilih dan dianalisis. Dua pangkalan data iaitu Research Gate dan Google Scholar digunakan dalam kajian ini. Sebanyak 15 buah artikel telah terpilih dan dianalisis untuk menjawab persoalan kajian. Hasil kajian mendapati bahawa penggunaan modul pembelajaran untuk kemahiran membaca dapat membantu meningkatkan kemahiran dan tahap penguasaan kanak-kanak khususnya di prasekolah dalam kemahiran membaca mereka. Oleh itu, pengkaji mencadangkan pada masa hadapan untuk mewujudkan lebih banyak modul pembelajaran kemahiran membaca dengan pelbagai variasi dan kreativiti.