UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan mengenal pasti hubungan kefahaman guru tentang
cetakan persekitaran dengan amalan penggunaan cetakan persekitaran guru dan pengecaman nama
kanak-kanak berumur tiga tahun di negeri Perak. Dalam kajian ini, persampelan rawak
mudah digunakan kerana populasi kajian yang bersifat homogen. Responden yang terlibat
adalah 120 orang guru TASKA di sebuah agensi kerajaan di negeri Perak. Reka bentuk kajian adalah
kajian tinjauan yang menggunakan instrumen soal selidik secara atas talian (google form).
Instrumen menggunakan skala likert dan mempunyai lima bahagian iaitu demografi, kefahaman guru
tentang cetakan persekitaran, amalan penggunaan cetakan persekitaran di dalam kelas, amalan
penggunaan cetakan persekitaran dalam aktiviti pengajaran dan pembelajaran serta pencapaian
pengecaman nama kanak-kanak berumur tiga tahun. Analisis data melibatkan skor min dan ujian
korelasi Pearson. Dapatan kajian menunjukkan skor min bagi tahap kefahaman guru adalah 1.97. Skor
min bagi tahap amalan penggunaan cetakan persekitaran di dalam kelas adalah 2.26 dan tahap
amalan penggunaan cetakan persekitaran dalam aktiviti pengajaran dan pembelajaran adalah
1.94. Skor min pengecaman nama kanak-kanak adalah
1.81. Kesemua data deskriptif itu berada pada tahap yang rendah. Dapatan hubungan antara amalan
penggunaan cetakan persekitaran di dalam kelas dengan pengecaman nama kanak-kanak adalah
r = .145. Bagi hubungan amalan penggunaan cetakan persekitaran dalam aktiviti pengajaran
dan pembelajaran dengan pengecaman nama kanak-kanak, nilai pekali Pearson adalah r = .763.
Kesimpulannya, dapatan jelas menunjukkan terdapat perhubungan antara amalan penggunaan
cetakan persekitaran oleh guru dengan pengecaman nama kanak-kanak berumur tiga tahun.
Kajian ini memberi kesedaran kepada pendidik akan impak cetakan persekitaran kepada perkembangan
literasi kanak-kanak. Justeru pihak Kementerian Pendidikan Malaysia (KPM) dan pakar pendidikan
awal kanak-kanak perlu memberi penekanan mengenai penerapan cetakan persekitaran kepada
guru-guru
TASKA dan kepada kurikulum sedia ada.
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