Jurnal Pendidikan Awal Kanak-kanak Kebangsaan http://ojs.upsi.edu.my/index.php/JPAK <p style="text-align: justify;"><strong>Jurnal Pendidikan Awal Kanak-kanak Kebangsaan [JPAKK] (ISSN 2289-3032 / eISSN 2550-178X)</strong> began its first issue in 2012. JPAKK published annually (December), scholarly peer-reviewed publication, with an Editorial Board comprised of eminent scholars and is managed by the Nasional Child Development Research Centre (NCDRC) of Universiti Pendidikan Sultan Idris (Sultan Idris Education University, Malaysia) with the support of Penerbit UPSI (UPSI Press). JPAKK is a global voice for both research and practice concerning early childhood education. This refereed journal extends across various social/cultural contexts and contributes to the national debate on holistic development for young children. This global voice for children explores a range of topics such as multicultural issues, indigenous early education, children’s learning, sustainable development, advocacy, and other issues involving early childhood education for the world’s children.</p> en-US juppri@fpm.upsi.edu.my (Juppri Bacotang) ncdrc@upsi.edu.my (Nur Asyikin Ismail) Mon, 23 Dec 2019 07:27:51 +0000 OJS 3.1.1.1 http://blogs.law.harvard.edu/tech/rss 60 The effect of Islamic visual art education on social development of preschool children http://ojs.upsi.edu.my/index.php/JPAK/article/view/2885 <p class="Body" style="text-align: justify;">The art education is seen as important in children’s early childhood education and it is extensively acknowledged. This study emphasizes the value of Islamic visual art among preschool children and explores the methods of teaching art in preschools as well as on the approaches used to support the children’s learning, particularly on the development of social skills. The method was intended to consider the implications of Islamic visual art education in a qualitative view. Classroom structured observations were conducted mainly on the Islamic visual art painting and drawing activities among children participating in Islamic visual art activities to gauge the social skills development in the children according to their age level by referring four main attributes in social skills; communication, group, support and conflict resolution. The identified emerging findings include the importance of Islamic visual art education in order to develop social skills for children and in considering the positive relationship between children and teachers to support children’s development in their early childhood settings. Hence, Islamic visual art activities could be considered an essential tool of the pedagogy in addressing problems regarding children’s development and learning in early childhood, where the revision of art curriculum is required across the subject and holistic development of children.</p> Hazhari Ismail, Mohamad Albaree Abdul, Iylia Mohamad ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPAK/article/view/2885 Mon, 23 Dec 2019 00:00:00 +0000 Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah http://ojs.upsi.edu.my/index.php/JPAK/article/view/2409 <p style="text-align: justify;">Kajian ini bertujuan mengenal pasti kesan kaedah mengajar seperti permainan, buku nombor dan lembaran kerja terhadap pencapaian awal matematik yang merangkumi aras pengetahuan, kefahaman dan aplikasi dalam kalangan kanak-kanak prasekolah.&nbsp;Kajian ini menggunakan pendekatan kuantitatif yang berbentuk kaedah kuasi experimen. Kajian ini melibatkan 1107 orang kanak-kanak prasekolah sebagai sampel, dan menggunakan instrumen&nbsp;<em>Test of Early Mathematics Ability</em> untuk mengumpul data. Data dianalisis melalui statistik deskriptif dan statistik inferensi menggunakan ujian <em>MANCOVA</em>. Dapatan kajian menunjukkan tiga kaedah mengajar, iaitu permainan, buku nombor dan lembaran kerja dapat meningkatkan pencapaian awal matematik kanak-kanak prasekolah. Namun begitu, pengkaji mendapati kaedah mengajar hanya memberi kesan secara signifikan terhadap kefahaman dan analisis awal matematik kanak-kanak prasekolah. Selain itu, kaedah permainan menunjukkan pencapaian awal matematik kanak-kanak prasekolah yang paling tinggi, diikuti dengan kaedah lembaran kerja dan kaedah buku nombor. Justeru, kaedah mengajar yang berteraskan permainan perlu digunakan oleh pendidik dengan sebaik mungkin untuk meningkatkan pencapaian awal matematik kanak-kanak prasekolah.</p> <p style="text-align: justify;">&nbsp;</p> <p style="text-align: justify;"><em>This study aims to identify the effects of teaching methods which are games, number books and worksheets towards early mathematics achievement that includes the levels of knowledge, understanding and application among preschool. This study uses a quantitative approach which is a quasi-experimental method. The study involved 1107 preschool as a sample, and used the Test of Early Mathematics Ability instrument to collect data. Data were analyzed through descriptive and inferential statistics using the MANCOVA test.The study found that the three teaching methods which is games, number book and worksheet could increase the early mathematics achievement of preschool. However, researchers had found that the teaching methods only had a significant impact on the understanding and analysis early mathematics of preschool children's. In addition, the game method showed the highest achievement of early mathematics for</em> <em>preschool, followed by worksheets and number books. Therefore, game-based teaching methods should be used by educators as much as possible to improve early mathematics achievement of preschool.</em></p> <p style="text-align: justify;">&nbsp;</p> Connie Shin @ Connie Cassy Ompok, Juppri Bacotang ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPAK/article/view/2409 Mon, 23 Dec 2019 06:19:53 +0000 Perkembangan emosi kanak-kanak menggunakan kaedah pengajaran berasaskan aktiviti muzik http://ojs.upsi.edu.my/index.php/JPAK/article/view/2881 <p style="text-align: justify;">Kanak-kanak sering berhadapan dengan masalah untuk mengurus dan mengawal emosi dengan baik. Isu ini kurang mendapat perhatian dalam kalangan orang dewasa yang menyebabkan kanak-kanak sering menunjukkan tingkah laku tidak terkawal, tekanan, dan kemurungan. Melalui pengajaran berasaskan aktiviti muzik, emosi kanak-kanak dapat dibentuk dengan baik. Oleh itu, kajian ini dijalankan untuk mengenal pasti perkembangan emosi kanak-kanak menggunakan kaedah pengajaran berasaskan aktiviti muzik di sebuah tadika di Puncak Alam, Selangor. Reka bentuk kajian ini adalah penyelidikan secara kualitatif yang berbentuk kajian kes. Sampel kajian melibatkan enam orang kanak-kanak yang terdiri daripada tiga orang kanak-kanak lelaki dan tiga orang kanak-kanak perempuan yang berumur lima tahun, dan seorang guru tadika. Instrumen kajian ialah borang senarai semak untuk mengenal pasti perkembangan emosi kanak-kanak sebelum, semasa dan selepas pelaksanaan aktiviti pengajaran muzik, dan soalan temu bual untuk mendapatkan pandangan guru terhadap perkembangan emosi kanak-kanak menggunakan kaedah pengajaran berasaskan aktiviti muzik. Dapatan kajian menunjukkan pelaksanaan kaedah pengajaran berasaskan aktiviti muzik memberi impak yang positif dalam membantu perkembangan emosi kanak-kanak. Oleh itu, kaedah pengajaran berasaskan aktiviti muzik wajar digunakan oleh guru dalam proses pengajaran dan pembelajaran bagi membantu kanak-kanak mencapai perkembangan emosi yang memuaskan.</p> <p style="text-align: justify;">&nbsp;</p> <p style="text-align: justify;"><em>Children are always facing problems regarding how to manage and control their emotions effectively. This issue has not seemed as a headline for adults, which could cause the misbehavior, stress and depression of children. Through the learning process by using art-based music activity, children’s emotions could be shaped better. Therefore, this research was aimed to identify the emotional development of children by using art-based music activity in the preschool at Puncak Alam, Selangor. The design of this study is qualitative research in the form of case studies. The sample of the study involved six 5 years old children where 3 girls and 3 boys, and a kindergarten teacher. The instrument of study is checklist form was used to see&nbsp; the emotional development of children in three different settings; pre, peri and post-teaching and learning of music activity, and interview session was held with a kindergarten teacher in order to gain their perception on this matter. Findings showed that art-based learning for music activity could have a positive impact to help the emotional development of children. Hence, art-based learning for music activity would be used by teachers in the teaching and learning process to help children achieve satisfactory emotional development.</em></p> Mohamad Albaree Abdul, Hazhari Ismail, Iylia Mohamad, Zaharah Osman ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPAK/article/view/2881 Mon, 23 Dec 2019 07:10:35 +0000 Pelaksanaan Kemahiran Berfikir Aras Tinggi oleh guru dalam pengajaran dan pembelajaran di tadika http://ojs.upsi.edu.my/index.php/JPAK/article/view/3154 <p style="text-align: justify;">Kajian ini bertujuan meneroka pelaksanaan Kemahiran Berfikir Aras Tinggi (KBAT) oleh guru dalam pengajaran dan pembelajaran (PdP) di tadika. Kajian ini dijalankan dalam bentuk&nbsp; kualitatif dengan menggunakan kaedah Hermeneutik dalam menganalisis dua belas sampel Rancangan Pengajaran Harian (RPH) sebagai teks, dan diinterpretasikan ke dalam bentuk metateks bagi memperoleh dapatan kajian. Sampel kajian dikumpul dari sebuah tadika swasta yang terletak di Ipoh, Perak. Kaedah Hermeneutik dapat mentafsir pengajaran guru sama ada mempunyai perkaitan dengan pelaksanaan KBAT, atau sebaliknya. Dapatan kajian menunjukkan guru sememangnya melaksanakan KBAT dalam PdP mereka di tadika. Antara elemen KBAT yang dilaksanakan oleh guru dalam PdP mereka ialah kemahiran mencerakinkan maklumat, menyiasat, mengaplikasi, menggambarkan, dan mengelaskan. Oleh itu, semoga pelaksanaan KBAT yang diamalkan guru dalam PdP mereka di tadika dapat membantu kanak-kanak untuk menguasai KBAT dengan baik.</p> <p style="text-align: justify;"><em>This study aimed to analyze the implimentation of Higher Order Thinking Skills (HOTS) by teacher in teaching and learning (T&amp;L) in kindergarten. This study was conducted in a qualitative design and Hermeneutic method by analyzing&nbsp; twelve samples Daily Lesson Plan (DLP) as text and interpreted into meta-text form to gain the results. The samples were collected from a private kindergarten located in Ipoh, Perak. Hermeneutic methods of teaching can interpret teacher teaching whether it is related with the application of current HOTS learning activities that conducted by teacher, or vice versa. The findings showed that teachers are actually implementing HOTS in their T&amp;L in kindergarten. Among the HOTS elements implemented by teachers in their T&amp;L are skills of informing, investigating, applying, describing, and classifying. Therefore, it is hoped that the implementation of HOTS by teachers in their PdP in kindergartens will help children to acquire HOTS.</em></p> Suppiah Nachiappan, Irna Patricia Julia, Norazilawati Abdullah, Sangkari Chandra Sehgar, Sandra Suffian, Noor Athirah Sukri ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPAK/article/view/3154 Wed, 25 Dec 2019 00:00:00 +0000 Pengetahuan pengajaran dalam kalangan guru prasekolah http://ojs.upsi.edu.my/index.php/JPAK/article/view/3156 <p style="text-align: justify;">Model pengajaran berkualiti guru mengandungi beberapa elemen yang penting seperti pengetahuan, kemahiran dan sikap pengajaran. Kajian ini bertujuan untuk mengetahui pengetahuan pengajaran dalam kalangan guru prasekolah. Reka bentuk kajian yang digunakan ialah kajian campuran kuantitatif dan kualitatif. Intrumen yang digunakan ialah soal selidik, temu bual berstruktur dan analisis dokumen. Seramai 50 orang guru prasekolah merangkumi 25 orang guru prasekolah dari tadika swasta dan 25 orang guru prasekolah dari tadika kerajaan menjawab soal selidik, dan dua orang guru prasekolah terlibat dalam sesi temu bual. Responden kajian diperoleh menggunakan persampelan rawak bertujuan. Dapatan kajian menunjukkan 56% guru prasekolah memberi penekanan kepada sesuatu kaedah pengajaran, dan 44% guru prasekolah mempelbagaikan kaedah pengajaran untuk membantu kanak-kanak memahami isi pelajaran. Selain itu, guru prasekolah memilih kaedah pengajaran yang sesuai bagi memenuhi keperluan pembelajaran kanak-kanak (56%), dan memenuhi keperluan pembelajaran secara berkumpulan (54%). Kaedah pengajaran yang sesuai digunakan oleh guru prasekolah supaya dapat merangsang dan mengekalkan perhatian kanak-kanak (56%), serta meningkatkan prestasi pencapaian kanak-kanak (60%). Hasil temu bual mendapati pengetahuan guru prasekolah semakin bertambah seiring dengan jangka masa pengalaman mereka menceburi bidang pendidikan awal kanak-kanak. Dari segi analisis dokumen, pengkaji mendapati rancangan pengajaran harian guru prasekolah adalah kemas, menarik dan ringkas. Secara keseluruhannya, guru prasekolah mempunyai pengetahuan pengajaran yang baik, dan &nbsp;seterusnya dapat memberi impak yang positif dalam pelaksanaan pengajaran dan pembelajaran di prasekolah.</p> <p style="text-align: justify;"><em>The quality teaching model of teachers contains several important elements such as knowledge, skills and teaching attitudes. This study aimed to gain knowledge of teaching among preschool teachers. The study design used was a quantitative and qualitative mixed study. The instruments used were questionnaires, structured interviews and document analysis. A total of 50 preschool teachers consisted of 25 preschool teachers from private kindergarten and 25 preschool teachers from government kindergarten answering the questionnaire, and two preschool teachers were involved in interview session. The respondents of the study were obtained using random sampling. The findings showed that 56% of preschool teachers emphasized a teaching method, and 44% of preschool teachers used a variety of teaching methods to help children understand the content. In addition, preschool teachers choose appropriate teaching methods to meet the learning needs of children (56%), and to meet the learning needs of group (54%). Appropriate teaching methods were used by preschool teachers to stimulate and maintain children's attention (56%), and to improved children's achievement (60%). The results of the interviews showed that preschool teachers' knowledge were increasing over the course of their experience in early childhood education. In terms of document analysis, researchers had found that preschool teachers' daily lesson plans were neat, interesting and simple. Overall, preschool teachers had a good teaching knowledge, which in turn can gave a positive impact on the implementation of teaching and learning in preschool.</em></p> Abdul Halim Masnan, Nur Ellina Anthony, Nur Arifah Syahindah Zainudin ##submission.copyrightStatement## http://ojs.upsi.edu.my/index.php/JPAK/article/view/3156 Fri, 27 Dec 2019 00:00:00 +0000