Perkembangan sosioemosi kanak-kanak melalui aktiviti main peranan dalam pengajaran dan pembelajaran di peringkat prasekolah
Children’s socioemotional development through role play activity in teaching and learning at preschool level
DOI:
https://doi.org/10.37134/jpak.vol10.2.5.2021Keywords:
perkembangan sosioemosi, kanak-kanak, aktiviti main peranan, prasekolah, kawalan kendiri, socioemotional development, children, role play activity, preschool, self controlAbstract
Kajian ini dijalankan adalah untuk mengenal pasti perkembangan sosioemosi kanak-kanak melalui aktiviti main peranan. Reka bentuk kajian adalah penyelidikan secara kualitatif yang berbentuk kajian kes. Sampel kajian melibatkan enam orang kanak-kanak yang terdiri daripada empat orang kanak-kanak lelaki dan dua orang kanak-kanak perempuan berusia 5 tahun, serta tiga orang guru prasekolah melalui persampelan bertujuan. Instrumen kajian ialah borang senarai semak untuk mengenal pasti perkembangan sosioemosi kanak-kanak sebelum aktiviti main peranan dan selepas pelaksanaan aktiviti main peranan. Manakala, soalan temu bual adalah untuk mendapatkan pandangan guru terhadap perkembangan sosioemosi kanak-kanak menggunakan kaedah pengajaran berasaskan aktiviti main peranan. Kaedah analisis bertema telah diadaptasi. Dapatan kajian menunjukkan sebelum aktiviti main peranan kanak-kanak berada dalam keadaan kawalan kendiri impulsif, namun selepas aktiviti main peranan, kanak-kanak berada dalam keadaan kawalan kendiri positif. Oleh itu, aktiviti main peranan wajar digunakan oleh guru dalam proses pengajaran dan pembelajaran bagi membantu kanak-kanak mencapai perkembangan sosioemosi yang maksimum. Kajian ini dapat membantu guru, pihak prasekolah dan pihak kementerian meningkatkan kualiti didikan di prasekolah terutamanya di dalam mengembangkan kemahiran sosioemosi seorang kanak-kanak.
(This study was conducted to identify the socioemotional development of children through role playing activities. The study design is a qualitative research in the form of a case study. The study sample involved six children consisting of four boys and two 5-year-old girls, as well as three preschool teachers through purposive sampling. The research instrument was a checklist form to identify children's socioemotional development before role play activities and after the implementation of role play activities. Meanwhile, the interview questions were to obtain teachers' views on children's socioemotional development using teaching methods based on role playing activities. Thematic analysis methods have been adapted. The findings of the study showed that before the role play activity, the children were in a state of impulsive self control, but after the role play activity, the children were in a state of positive self control. Therefore, role playing activities should be used by teachers in the teaching and learning process to help children achieve maximum socioemotional development. This study can help teachers, preschools and the ministry to improve the quality of education in preschool, especially in developing a child's socioemotional skills.)
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