Amalan Perancangan, Pelaksanaan dan Pentaksiran dalam Proses Pengajaran dan Pembelajaran Pranumerasi di Tadika Swasta (Planning, Implementation and Assessment Practices in the Teaching and Learning Process of Prenumeration in Private Kindergarten)

Abstract

Kurikulum Prasekolah Kebangsaan adalah garis panduan untuk guru tadika merancang PdP mengikut konteks. Tadika swasta mempunyai kepelbagaian yang kompleks terutamanya kelayakan guru yang menyebabkan kepelbagaian dalam PdP. Kepelbagaian dalam perancangan, pelaksanaan dan pentaksiran (PPP) tidak menimbulkan masalah sekiranya amalan proses PdP pranumerasi kanak-kanak adalah sesuai dengan perkembangan (Amalan Bersesuaian Perkembangan) mereka. Namun, interpretasi guru terhadap panduan kurikulum bergantung kepada kelayakan dan pengalaman - kebiasaannya modul atau buku kerja diaplikasikan mengikut kehendak pengurusan tadika walaupun ianya kurang sesuai untuk kanak-kanak. Kajian ini meninjau amalan guru terhadap proses PdP pranumerasi di tadika berasaskan elemen PPP dengan mengambil kira faktor 1) tahap pendidikan dan 2) tempoh pengalaman menjadi pendidik. Kajian ini menggunakan soal selidik yang diedarkan kepada 73 guru di tadika swasta sebagai responden: 45.2% ijazah sarjana muda, 41.1% diploma dan 13.7% SPM, manakala 67.1% mempunyai tempoh pengalaman mengajar 7 bulan hingga 3 tahun; 19.1% lebih 3 tahun dan 13.7% 6 bulan ke bawah. Analisis menunjukkan majoriti guru mengamalkan PPP namun terdapat ramai guru yang masih menggunakan bahan abstrak seperti buku kerja sebagai bahan bantu mengajar. Ujian ANOVA dua hala menunjukkan tidak terdapat perbezaan antara tahap amalan PPP PdP pranumerasi berdasarkan tempoh pengalaman mengajar dan juga tahap pendidikan. Terdapat interaksi yang signifikan antara tempoh pengalaman mengajar guru dengan tahap pendidikan guru ke atas amalan perancangan, pelaksanaan dan pentaksiran PdP pranumerasi di tadika. Kajian ini boleh dilanjutkan dengan memperluaskan sampel tadika swasta yang sedia ada kepada tadika yang pelbagai mengikut kategori dana, jenis perniagaan dan lokasi.Kata kunci: Prasekolah, kurikulum, pranumerasi, perancangan, pelaksanaan, pentaksiran National Preschool Curriculum is a guideline for preschool teachers to plan teaching and learning (T&L) according to the context. Diversity in planning, implementation, and assessment (PIA) would not cause any problem if the practice of T&L in numeracy is appropriate to the children’s development (DAP). However, teachers’ interpretation of the curriculum varies according to the qualification dan experiences – module or exercise books are applied in the practice based on the administration’s requirement though it is inappropriate for young children. The purpose of the study was to examine the teachers’ practice during the process of teaching and learning of pre-numeracy in preschools based on PIA elements in relation to 1) level of education, and 2) duration of teaching experience. Questionnaire were given out to 73 teachers as respondents: 45.2% teachers were bachelor’s degree holders, 41.1% were diploma holders and 13.7% had SPM certificate, and 67.1% had been teaching for about 7 months up to 3 years, 19.1% had more than 3 years experiences and 13.7% had only 6 months or below of teaching experience. The two-way ANOVA analysis showed that there was no difference between PIA practice and teaching pre-numeracy level based on the duration of teaching experience and education level. Furthermore, the test also showed that there was significant interaction between the duration of teaching experience and the level of teacher education on the planning, implementation and assessment of teaching of pre-numeracy in kindergarten. This study can be extended by using different sets sample and by focusing on other types of preschools based on fund, business model and location.Keywords: Preschool, curriculum, prenumeracy, planning, implementation, assessment