UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Tujuan kajian adalah mengkaji hubungan di antara pendekatan bercerita dan kemahiran
KBAT kanak-kanak prasekolah.Pendekatan bercerita merupakan satu kaedah pengajaran
yang diamalkan bertujuan untuk menyampaikan pengetahuan khususnya kepada kanak-kanak.
Kemahiran Berfikir Aras Tinggi atau KBAT pula adalah keupayaan untuk mengaplikasikan
pengetahuan dan nilai dalam membuat penaakulan serta refleksi bagi menyelesaikan masalah,
membuat keputusan, berinovasi serta berkeupayaan untuk menciptakan sesuatu dari bahan yang
diterima. Kajian telah menggunakan kaedah penyelidikan kualitatif melibatkan sesi temu bual
berstuktur, sesi pemerhatian serta semakan dokumen. Data kajian yang telah dianalisiskan
secara triangulasi data bertujuan menjawab persoalan dan objektif kajian. Responen kajian
melibatkan 4 buah prasekolah KEMAS di daerah Kuala Selangor dan melibatkan 4 orang guru serta
kanak-kanak di prasekolah tersebut. Hasil dapatan kajian menunjukkan ‘score’ untuk
tahap persediaan perlaksanaan pendekatan bercerita untuk KBAT ialah pada 5-8. Elemen KBAT
berdasarkan Taksonami Bloom pula menunjukkan ‘score’ (5-6) dan menyumbang kepada kejayaan pembinaan
kemahiran KBAT sebanyak lebih dari 50% berbanding sebelum sesi pendekatan bercerita
dilaksanakan. Kanak- kanak lebih kreatif dan aktif terhadap sesi pembelajaran yang
dilaksanakan dan membantu peningkatan tahap penguasaan kemahiran KBAT berbanding sebelum
pendekatan dijalankan. Dapatan ini menguatkan kajian terdahulu mengenai
keberkesanan pendekatan bercerita di dalam pendidikan. Kesimpulannya, kajian telah membuktikan
bahawa pendekatan bercerita mempunyai banyak faedah yang dapat memfasilitasikan kemahiran
KBAT dan perkembangan kognitif kanak-kanak prasekolah. Penemuan ini juga memberi
makna bahawa kaedah bercerita yang dilakukan secara aktif boleh membantu penglibatan
kanak-kanak dan mengembangkan pemahaman mereka dengan lebih baik serta memupuk keyakinan diri dan
membuka peluang kepada sesi pembelajaran yang berterusan. Kajian ini juga mencadangkan
bahawa latihan, sokongan dan bantuan pelbagai pihak diperlukan untuk membolehkan guru prasekolah
lebih menguasai pendekatan yang mereka lakukan untuk tujuan
pendidikan.
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