2 nd International Early Childhood Care & Education Conference “Paving the Future: Assuring Quality, Leading Innovations& Promoting Creativity” 15-16 December 2022 Hybrid: Scholar’s Suite UPSI & Online 44 PERSEPSI IBU BAPA TERHADAP PRESTASI PEMBELAJARAN MURID PRASEKOLAH MELALUI PEMBELAJARAN SECARA ATAS TALIAN SEWAKTU PANDEMIK COVID-19 Parents’ perception of preschool students’ learning performance through online learning during the Covid-19 pandemic Nurasmira Aleesha Ahmad1 , Nur Suhaidah Sukor2 Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah1 , Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah2 [email protected] , [email protected] ABSTRAK Pandemik Covid-19 yang melanda dunia melumpuhkan sistem pendidikan dan tidak terkecuali bagi sistem pendidikan awal kanak-kanak di Malaysia. Guru sentiasa memikirkan kaedah yang terbaik untuk memastikan sesi pengajaran dan pembelajaran adalah berterusan bagi memastikan murid prasekolah tidak jauh ketinggalan seperti Google Meet. Ibu bapa pula memainkan peranan yang amat penting bagi memastikan anak-anak di rumah mengikuti sesi pengajaran dan pembelajaran yang guru adakan mengikut jadual yang telah ditetapkan oleh sekolah. Kajian ini bertujuan untuk melihat persepsi ibu bapa terhadap pencapaian murid sepanjang PdPR. Kajian ini menggunakan reka bentuk kajian kuantitatif yang berbentuk tinjauan. Seramai 67 orang ibu bapa murid di sebuah tadika di Likas terdiri daripada 33 orang bagi ibu bapa murid lima tahun dan 34 orang bagi ibu bapa murid enam tahun yang terlibat dalam kajian ini. Dapatan kajian menunjukkan persepsi ibu bapa terhadap pencapaian murid sepanjang PdPR bagi murid enam tahun (m=30.22, sp=7.935) adalah lebih tinggi berbanding murid lima tahun (m=29.57, sp=6.502). Dapatan juga mendapati bahawa terdapat hubungan yang tidak signifikan antara murid lima tahun dan murid enam tahun (sig=0.702). Implikasi kajian ini menunjukkan bahawa penglibatan ibu bapa mempengaruhi pencapaian murid sepanjang PdPR dan menunjukkan perbezaan yang ketara berbanding dengan pembelajaran secara bersemuka. Kata Kunci: Pembelajaran di Rumah, Prasekolah
2 nd International Early Childhood Care & Education Conference “Paving the Future: Assuring Quality, Leading Innovations& Promoting Creativity” 15-16 December 2022 Hybrid: Scholar’s Suite UPSI & Online 45 ABSTRACT The Covid-19 pandemic that hit the world crippled the education system and is no exception for the early childhood education system in Malaysia. Teachers are always thinking of the best way to ensure that teaching and learning sessions are continuous to ensure that preschoolers do not lag behind like Google Meet. Parents, on the other hand, play a very important role in ensuring that children at home follow the teaching and learning sessions that teachers hold using certain platforms. This study aims to look at parents’ perceptions of student achievement throughout the Teaching and Learning at Home (PdPR). This study uses a quantitative survey design. A total of 67 parents of kindergarten consisting of 33 for five years old students and 34 for six years old students involved in this study. The findings of the study show that parents' perception of student achievement throughout PdPR for six-year-old students (m=30.22, sp=7.935) is higher than for five-year-old students (m=29.57, sp=6.502). Findings also found that there is a no significant relationship between five-year-old students and six-year-old students (sig=0.702). The implications of this study show that parental involvement affects student achievement throughout PdPR and shows a significant difference compared to face-toface learning. Keywords : Learning at Home, Preschool
2 nd International Early Childhood Care & Education Conference “Paving the Future: Assuring Quality, Leading Innovations& Promoting Creativity” 15-16 December 2022 Hybrid: Scholar’s Suite UPSI & Online 46 E-LEARNING AND COVID-19 LOCKDOWN: MULTIPLE CASE STUDIES OF RURAL SCHOOLS IN MALAYSIA Aini Syahira Jamaluddin1 , Aina Yasmin Mohd Amin2 , Nurul Nabilah Ahmad Jujiannifadly3 Albukhary International University, 05200 Alor Setar, Kedah1,2&3 [email protected] ABSTRACT In 2019, the world faced a major challenge due to the Covid-19 pandemic outbreak which had impacted all sectors in a country. The outbreak of the Covid-19 pandemic has drastically changed the way of knowledge transmission in every level of educational institutions. The main shift is in the mode of learning from physical education to electronic learning(elearning). While some students are satisfied with this new learning method, some others are still struggling with the challenges of online learning. They feel a lack of interaction and motivation because of network issues andIT equipment problems. Although there is a wide literature on the advantages and downside of technology during the pandemic, very little research investigated the impactof online learning for students in the rural area. Thus, this research is conducted to identify the challenges, initiatives taken and effects of MCO towards online learning in a rural area. Multiple case studies are used for this research to examine the challenges faced by the rural secondary and primary schools’ teachers in implementing elearning. The data collected was collected through focus-group interviews with two primary and secondary school teachers in Baling, Kedah. Findings showed that the challenges faced during online learning for rural school teachers and students are the unstable internet connection in rural areas, parents’ economical status, teachers’ skills in conducting online learning, parents’ attitudes in supporting their children as well as the students’ attitude. Despite the challenges, the teachers initiated solutions such as providing modules and utilizing the Persatuan Ibu bapa dan Guru (PIBG) in the school. However,it is crucial to address that the post pandemic has majorly impacted our students’ reading and writing skills. This shows that further research needs to be done to examinethe intervention that should be taken on this issue. Keywords : E-learning, Covid-19 Lockdown, Multiple Case Study, Rural Schools
2 nd International Early Childhood Care & Education Conference “Paving the Future: Assuring Quality, Leading Innovations& Promoting Creativity” 15-16 December 2022 Hybrid: Scholar’s Suite UPSI & Online 47 DEVELOPMENT OF SNAKE AND LADDER BOARD GAME TO IMPROVE READING SKILLS OF CHILDREN KINDERGARTEN Elis Komalasari1 , Sri Hidayatus Sholihin2 , Afriyane Ismandela3 National Child Development Research Centre, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak [email protected] ABSTRACT Reading is one of the basic language skills that children need to master to communicate. To develop reading skills, children need to be given stimulation through various methods and media that can attract children to learn to read. This study aims to develop a snakes and ladders game tool that can improve reading skills in kindergarten children. This research uses a type of Research and development research with the ADDIE model. Data was collected through a questionnaire which was then analyzed quantitatively and qualitatively. Quantitative analysis is used to determine the validity and practicality of snake and ladder board game, while qualitative analysis is used to determine the revised aspects of the developed product. The results showed that the development of snake and ladder board game was in accordance with the needs of children in improving their reading skills. In order to develop snake and ladder board game to be used in learning for children aged 5-6 years in kindergarten, it contains appropriate learning materials and is equipped with appropriate images, colors, and letters. The result of the validity and practicality test showed that the development of snake and ladder board game is in the very valid and very practical category, so that development of snake and ladder board game can be used and is suitable to improve reading skill of children kindergarten. Keywords : Board Games, Reading Skills, Children, Kindergarten
2 nd International Early Childhood Care & Education Conference “Paving the Future: Assuring Quality, Leading Innovations& Promoting Creativity” 15-16 December 2022 Hybrid: Scholar’s Suite UPSI & Online 48 CHILDREN AS CONSULTANTS: A CONSTRUCTIVISTNEGOTIATED APPROACH TO ART ACTIVITY PLANNING Cherry Justine Chie National Institute of Education (NIE), 1 Nanyang Walk, Singapore 637616 [email protected] ABSTRACT The quality of a lesson plan has implications on children’s participation, engagement, and learning outcomes. Given that children are expert informants about their own lives, the study aims to investigate whether the inclusion of children’s voices in an art lesson plan demonstrates greater child-centricity while meeting the Singapore Nurturing Early Learners (NEL) framework art education goals. Through focus groups, 20 children from two childcare centres in Singapore served as consultants in a constructivist-negotiated approach to modify an existing art lesson plan together with the researcher, resulting in two children-modified plans. The researcher presented the two children-modified plans A and B (CMP-A and CMP-B) together with the original art lesson plan to 35 National Institute of Education (NIE) Master of Education (Early Childhood) students (MEd students) for evaluation. Students had to give ratings of each plan and select which plan theywould like to conduct (Like-to-Conduct), which children would prefer the most (Children-Preferred), and which would best meet the NEL art education goals (Meeting-Goals). Results showed the original plan and CMP-A were on par in quality, with CMP-B considered lower in quality. The study also found that CMP-A was universally preferred by the MEd students for “Like-to-Conduct” (49%, n =17), “Children-Preferred” (71%, n=25), and “Meeting-Goals” (54%, n=19). Keywords : Children, Constructivist-Negotiated Approach, Art Activity