Keberkesanan Pembelajaran Berasaskan Alam Semula Jadi Terhadap Pencapaian Matematik Awal Kanak-Kanak Prasekolah
Abstract
Kajian ini bertujuan untuk mengenal pasti perbezaan skor min markah antara ujian pra dan pasca terhadap pencapaian matematik awal kanak-kanak prasekolah selepas pelaksanaan pembelajaran berasaskan alam semula jadi. Reka bentuk kajian ini adalah berbentuk kajian eksperimen dan menggunakan pendekatan kuantitatif yang melibatkan seramai 25 orang kanak-kanak prasekolah. Kanak-kanak prasekolah menduduki ujian pra, diikuti dengan intervensi selama 8 minggu dan kemudiannya ujian pasca. Data yang diperoleh dianalisis menggunakan ujian statistik iaitu ujian-T Sampel Berulangan. Dapatan kajian menunjukkan skor min markah bagi ujian pra adalah 70.8% dan 94% bagi ujian pasca. Skor min markah meningkat sebanyak 23.2% selepas intervensi pembelajaran berasaskan alam semula jadi dijalankan. Ujian-T Sampel Berulangan juga menunjukkan perbezaan yang signifikan dalam skor min markah antara ujian pra dan ujian pasca iaitu t (24) = -6.920, k < 0.05. Hasil kajian ini telah membuktikan keberkesanan pembelajaran berasaskan alam semula jadi terhadap pencapaian matematik awal kanak-kanak prasekolah. Implikasinya, intervensi dalam kajian ini dapat menjadi panduan dalam pelaksanaan kaedah pengajaran dan pembelajaran untuk meningkatkan kemahiran matematik awal kanak-kanak prasekolah.
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References
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