Tahap Kemahiran Sistem Anggaran Nombor Kanak-Kanak 4 Tahun di Taska dan Tabika Permata KEMAS
DOI:
https://doi.org/10.37134/jpak.vol11.2.3.2022Keywords:
kemahiran sistem anggaran nombor, kanak-kanak, perwakilan, bahan maujud, gambar objek, titikAbstract
Kajian ini dijalankan untuk melihat tahap kemahiran sistem anggaran nombor bagi kanak-kanak 4 tahun. Kajian ini menggunakan reka bentuk kajian kuantitatif secara tinjauan keratan rentas. Seramai 92 orang kanak-kanak 4 tahun di Taska dan Tabika Permata KEMAS telah dipilih sebagai peserta kajian. Penentuan saiz sampel menggunakan jadual saiz sampel Krejcie dan Morgan, 1970 dan Instrumen Tugasan Kemahiran Sistem Anggaran Nombor Kanak-kanak telah digunakan bagi menilai tahap kemahiran sistem anggaran nombor kanak-kanak 4 tahun. Penganalisisan data kajian pula menggunakan komputer dengan perisian SPSS 20.0 for Windows. Manakala, penganalisisan statistik menggunakan analisis statistik deskriptif bagi menjawab persoalan-persoalan kajian yang berkaitan. Dapatan kajian menunjukkan bahawa tahap penguasaan kanak-kanak 4 tahun di Taska dan Tabika Kemas Tasek Gelugor dalam kemahiran sistem anggaran nombor adalah pada tahap sederhana. Namun, menariknya didapati kanak-kanak 4 tahun lebih baik menentukan kemahiran sistem anggaran apabila menggunakan perwakilan bahan maujud berbanding dengan menggunakan perwakilan gambar objek dan titik. Implikasinya, penggunaan bahan maujud masih perlu dititikberatkan sebagai bahan bantu mengajar dalam pembelajaran kemahiran awal nombor bagi kanak-kanak, terutamanya bagi kanak-kanak 4 tahun.
Downloads
Download data is not yet available.
References
Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introduction to research in education.assessment of efficiency strategies. Journal of Business Research.
Baer, C., & Odic, D. (2020). The relationship between children’s approximate number certainty and symbolic mathematics. Journal of Numerical Cognition, 6(1), 50-65.
Bonny, J. W., & Lourenco, S. F. (2013). The Approximate Number System and its Relation to Early Math Achievement: Evidence from the Preschool Years. Journal of Experimental Child Psychology, 114(3), 375–388. http://doi.org/10.1016/j.jecp.2012.09.015
Brannon, E. M., Abbot, S., & Lutz, D. J. (2004). Number bias for the discrimination of large visual sets in infancy. Cognition, 93, B59–B68.
Bryman, A. (2008). Social research methods. Oxford university press.
Chu, F. W., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205-212.
Chua, Y., P. 2006. Asas Statistik Penyelidikan1. McGraw-Hill Sdn. Bhd. Malaysia.
Fauzi Hussin, Jamal Ali dan Mohd Saifoul Zamzuri Noor. (2014). Kaedah penyelidikan dan analisis data SPSS. Sintok, Kedah: UUM Press.
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314.
Fuhs, M. W., & McNeil, N. M. (2013). ANS acuity and mathematics ability in preschoolers from low‐income homes: Contributions of inhibitory control. Developmental Science, 16(1), 136-148.
Geary, D. C., & Vanmarle, K. (2016). Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52(12), 2130-2139.
Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115, 394–406.
Haris Abd. Wahab, & Siti Hajar Abu Bakar Ah. (2016). Kaedah penyelidikan kerja sosial: Pengalaman di lapangan. Kuala Lumpur: Penerbit Universiti Malaya.
Jamil, N., & Ghazali, M. (2021). A systematic review of the contribution of spontaneous focusing on numerosity to enhance children's mathematical development. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(1), 16-24.
Jordan, N. C., Glutting, J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners' number sense: A randomized controlled study. Journal of educational psychology, 104(3), 647.
Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child development, 77(1), 153-175.
Kibbe, M. M., & Feigenson, L. (2017). A dissociation between small and large numbers in young children’s ability to “solve for x” in non-symbolic math problems. Cognition, 160, 82-90.
Leibovich, T., Katzin, N., Harel, M., & Henik, A. (2017). From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition. Behavioral and Brain Sciences, 40.
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental science, 14(6), 1292-1300.
Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Is approximate number precision a stable predictor of math ability? Learning and individual differences, 25, 126-133.
Md. Fauzi Ahmad @ Mohamad. (2016). Basic statistical analysis: Step by step using SPSS. Johor: Penerbit UTHM.
Mohd Rashid Ab Hamid. (2017). Data collection and analysis (Technology). Kuantan: Penerbit Universiti Malaysia Pahang.
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Preschoolers' precision of the approximate number system predicts later school mathematics performance. PLoS one, 6(9), 1-8.
Mussolin, C., Nys, J., & Leybaert, J. (2012). Relationships between approximate number system acuity and early symbolic number abilities. Trends in Neuroscience and Education, 1, 21–31. doi:10.1016/j.tine.2012.09.003
Odic, D., Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Developmental change in the acuity of approximate number and area representations. Developmental psychology, 49(6), 1103.
Rasdi, S. S., Masnan, A. H., Hamzah, M., & Ghazali, M. (2021). Pembangunan dan kebolehgunaan modul pengajaran berasaskan game board dalam pembelajaran operasi nombor kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 71-84. https://doi.org/10.37134/jpak.vol10.2.7.2021
Sella, F., iBerteletti, iI., iLucangeli, iD., i& iZorzi, iM. (2016). Spontaneous inon‐verbal icounting iin itoddlers. Developmental iScience, 19(2), i329-337. provement in approximate number system acuity in
Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the cardinal principle coincides with improvement in approximate number system acuity in preschoolers. PloS one, 11(4), 1-8.
Starr, A., Libertus, M. E., & Brannon, E. M. (2013). Number sense in infancy predicts mathematical abilities in childhood. Proceedings of the National Academy of Sciences of the United States of America, 110(45), 18116–18120.
vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J., & Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental science, 21(1), 36-45.
Wang, J., Halberda, J., & Feigenson, L. (2020). Emergence of the link between the approximate number system and symbolic math ability. Child Development. doi:10.1111/cdev.13454
Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain, and Education, 3(4), 224-34.
Xu F. Numerosity discrimination in infants: Evidence for two systems of representations. Cognition. 2003; 89:B15–B25. [PubMed: 12893126]
Xu F, Spelke ES, Goddard S. Number sense in human infants. Developmental Science. 2005; 8(1):88– 101. [PubMed: 15647069]
Baer, C., & Odic, D. (2020). The relationship between children’s approximate number certainty and symbolic mathematics. Journal of Numerical Cognition, 6(1), 50-65.
Bonny, J. W., & Lourenco, S. F. (2013). The Approximate Number System and its Relation to Early Math Achievement: Evidence from the Preschool Years. Journal of Experimental Child Psychology, 114(3), 375–388. http://doi.org/10.1016/j.jecp.2012.09.015
Brannon, E. M., Abbot, S., & Lutz, D. J. (2004). Number bias for the discrimination of large visual sets in infancy. Cognition, 93, B59–B68.
Bryman, A. (2008). Social research methods. Oxford university press.
Chu, F. W., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205-212.
Chua, Y., P. 2006. Asas Statistik Penyelidikan1. McGraw-Hill Sdn. Bhd. Malaysia.
Fauzi Hussin, Jamal Ali dan Mohd Saifoul Zamzuri Noor. (2014). Kaedah penyelidikan dan analisis data SPSS. Sintok, Kedah: UUM Press.
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314.
Fuhs, M. W., & McNeil, N. M. (2013). ANS acuity and mathematics ability in preschoolers from low‐income homes: Contributions of inhibitory control. Developmental Science, 16(1), 136-148.
Geary, D. C., & Vanmarle, K. (2016). Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52(12), 2130-2139.
Gilmore, C. K., McCarthy, S. E., & Spelke, E. S. (2010). Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling. Cognition, 115, 394–406.
Haris Abd. Wahab, & Siti Hajar Abu Bakar Ah. (2016). Kaedah penyelidikan kerja sosial: Pengalaman di lapangan. Kuala Lumpur: Penerbit Universiti Malaya.
Jamil, N., & Ghazali, M. (2021). A systematic review of the contribution of spontaneous focusing on numerosity to enhance children's mathematical development. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(1), 16-24.
Jordan, N. C., Glutting, J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners' number sense: A randomized controlled study. Journal of educational psychology, 104(3), 647.
Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child development, 77(1), 153-175.
Kibbe, M. M., & Feigenson, L. (2017). A dissociation between small and large numbers in young children’s ability to “solve for x” in non-symbolic math problems. Cognition, 160, 82-90.
Leibovich, T., Katzin, N., Harel, M., & Henik, A. (2017). From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition. Behavioral and Brain Sciences, 40.
Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability. Developmental science, 14(6), 1292-1300.
Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Is approximate number precision a stable predictor of math ability? Learning and individual differences, 25, 126-133.
Md. Fauzi Ahmad @ Mohamad. (2016). Basic statistical analysis: Step by step using SPSS. Johor: Penerbit UTHM.
Mohd Rashid Ab Hamid. (2017). Data collection and analysis (Technology). Kuantan: Penerbit Universiti Malaysia Pahang.
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Preschoolers' precision of the approximate number system predicts later school mathematics performance. PLoS one, 6(9), 1-8.
Mussolin, C., Nys, J., & Leybaert, J. (2012). Relationships between approximate number system acuity and early symbolic number abilities. Trends in Neuroscience and Education, 1, 21–31. doi:10.1016/j.tine.2012.09.003
Odic, D., Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Developmental change in the acuity of approximate number and area representations. Developmental psychology, 49(6), 1103.
Rasdi, S. S., Masnan, A. H., Hamzah, M., & Ghazali, M. (2021). Pembangunan dan kebolehgunaan modul pengajaran berasaskan game board dalam pembelajaran operasi nombor kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 71-84. https://doi.org/10.37134/jpak.vol10.2.7.2021
Sella, F., iBerteletti, iI., iLucangeli, iD., i& iZorzi, iM. (2016). Spontaneous inon‐verbal icounting iin itoddlers. Developmental iScience, 19(2), i329-337. provement in approximate number system acuity in
Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the cardinal principle coincides with improvement in approximate number system acuity in preschoolers. PloS one, 11(4), 1-8.
Starr, A., Libertus, M. E., & Brannon, E. M. (2013). Number sense in infancy predicts mathematical abilities in childhood. Proceedings of the National Academy of Sciences of the United States of America, 110(45), 18116–18120.
vanMarle, K., Chu, F. W., Mou, Y., Seok, J. H., Rouder, J., & Geary, D. C. (2018). Attaching meaning to the number words: Contributions of the object tracking and approximate number systems. Developmental science, 21(1), 36-45.
Wang, J., Halberda, J., & Feigenson, L. (2020). Emergence of the link between the approximate number system and symbolic math ability. Child Development. doi:10.1111/cdev.13454
Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain, and Education, 3(4), 224-34.
Xu F. Numerosity discrimination in infants: Evidence for two systems of representations. Cognition. 2003; 89:B15–B25. [PubMed: 12893126]
Xu F, Spelke ES, Goddard S. Number sense in human infants. Developmental Science. 2005; 8(1):88– 101. [PubMed: 15647069]
Downloads
Published
2022-12-30
How to Cite
Jamil, N., Rohaizad, N. A. A., Ghazali, M., & Yusof, R. (2022). Tahap Kemahiran Sistem Anggaran Nombor Kanak-Kanak 4 Tahun di Taska dan Tabika Permata KEMAS. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 11(2), 28–40. https://doi.org/10.37134/jpak.vol11.2.3.2022
Issue
Section
Articles
License
Copyright (c) 2022 Norly Jamil, Nor Aizal Akmal Rohaizad, Munirah Ghazali, Robeah Yusof
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
