Penilaian Kebolehgunaan Modul Pengajaran Kemahiran Bacaan Awal bagi Kanak-Kanak Ketidakupayaan Penglihatan Prasekolah
Usability Assessment of Early Reading Skills Teaching Module for Preschool Visually Impaired Children
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DOI:
https://doi.org/10.33102/jqss.vol8no2.213Keywords:
Braille, Inklusif, Kanak-kanak Ketidakupayaan Penglihatan, Literasi, ModulAbstract
This study aims to assess the applicability of the Braille Early Reading Skills module based on the a-J+3+6 method for children with visual impairment (CVI) preschool. The main issue under discussion was the absence of specific and structured teaching modules to assist CVI in mastering braille early reading skills during the early stages of education. This is necessary to address deficiencies in fundamental skills such as letter recognition, syllable-sounding, and word-reading. The objective of this study was to assess the level of mastery of CVI in early Braille reading skills as well as teachers' views on the applicability of the module. This study used a qualitative approach that included observational methods, semi-structured interviews with preschool teachers, and analysis of CVI worksheet documents. The findings showed a significant improvement in the mastery of braille early reading skills, with study participants showing progress in letter recognition skills, open syllable sounding skills, and open two-syllable word reading skills. The teachers also noted that this module can assist them in implementing a more structured and effective teaching process. The main contribution of this study is the preparation of modules that are in line with the National Preschool Standard Curriculum for Special Education and support the achievement of Sustainable Development Goals (SDG 4), which emphasize quality and inclusive education. However, the limitations of the study, including the small sample size and short duration, require further studies with a wider scope and a longer-term evaluation to confirm the effectiveness of this module.
Abstrak
Kajian ini bertujuan untuk menilai kebolehgunaan Modul Kemahiran Bacaan Awal Braille (KeBAB) berasaskan Kaedah A-J+3+6 bagi kanak-kanak ketidakupayaan penglihatan (KKP) prasekolah. Isu utama yang dibincangkan adalah kekurangan modul pengajaran yang khusus dan berstruktur untuk membantu KKP menguasai kemahiran bacaan awal braille pada peringkat awal Pendidikan. Hal ini supaya dapat mengatasi kelemahan dalam penguasaan asas seperti kemahiran mengenal huruf, kemahiran membunyikan suku kata dan kemahiran membaca perkataan. Objektif kajian ini adalah untuk menilai tahap penguasaan KKP terhadap kemahiran bacaan awal braille serta pandangan guru mengenai kebolehgunaan modul tersebut. Kajian ini menggunakan pendekatan kualitatif yang merangkumi kaedah pemerhatian, kaedah temu bual separa berstruktur dengan guru prasekolah dan analisis dokumen terhadap lembaran kerja KKP. Dapatan kajian menunjukkan peningkatan ketara dalam penguasaan kemahiran bacaan awal braille dengan peserta kajian memperlihatkan kemajuan dalam kemahiran mengenal huruf, kemahiran membunyikan suku kata terbuka dan kemahiran membaca perkataan dua suku kata terbuka. Guru-guru juga menyatakan bahawa modul ini dapat membantu mereka dalam proses pengajaran yang lebih berstruktur dan berkesan. Sumbangan utama kajian ini adalah penyediaan modul yang selaras dengan Kurikulum Standard Prasekolah Kebangsaan Pendidikan Khas (KSPKPK) serta menyokong pencapaian Matlamat Pembangunan Lestari (SDG 4) yang menekankan pendidikan berkualiti dan inklusif. Walaupun demikian, limitasi kajian termasuk saiz sampel yang kecil dan tempoh kajian yang singkat memerlukan kajian lanjutan dilakukan dengan skop yang lebih luas dan penilaian jangka panjang untuk mengesahkan keberkesanan modul ini.
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