Penerokaan Laras Bahasa Guru Prasekolah Dalam Pengajaran Matematik Awal (Exploration of Preschool Teacher Language in Early Mathematics Teaching)
DOI:
https://doi.org/10.17576/JPEN-2022-47.01SI-04Abstract
Penggunaan laras bahasa yang tepat berupaya meningkatkan pemahaman dan perkembangan matematik awal kanak-kanak khususnya di peringkat prasekolah. Kajian kes ini meneroka laras bahasa yang digunakan oleh empat orang guru prasekolah di Negeri Sembilan ketika mengajar matematik awal dan bagaimana jenis-jenis laras bahasa ini diperluaskan penggunaannya dalam pendidikan prasekolah. Data diperoleh menerusi temu bual, pemerhatian, dan analisis dokumen. Dapatan menunjukkan semua guru menggunakan dua jenis laras bahasa ketika proses pengajaran matematik awal, iaitu laras bahasa matematik dan laras bahasa harian yang difahami oleh kanak-kanak. Laras bahasa matematik kerap digunakan dalam aktiviti rutin sebagai usaha meningkatkan kemahiran matematik awal murid-murid prasekolah. Laras bahasa harian juga digunakan dalam pembelajaran untuk membantu memudahkan pemahaman murid-murid. Kesimpulannya, penggunaan laras bahasa yang tepat dan bermakna dan sesuai dengan tahap pemahaman kanak-kanak dapat membantu meningkatkan pemahaman murid kepada konsep Matematik awal, seterusnya akan menjadi faktor utama peningkatan prestasi dalam Matematik awal. Implikasinya, selain amalan pelbagai pendekatan dan penggunaan alat bantu mengajar (ABM) sewaktu proses Pengajaran dan Pembelajaran (PdP), penggunaan laras bahasa yang tepat dan bermakna penting dalam membantu meningkatkan pemahaman murid prasekolah terhadap konsep matematik awal.Kata kunci: matematik awal; guru prasekolah; laras bahasa matematik; laras bahasa harian; aktiviti rutin Proper use of language is able to improve the understanding and development of early mathematics among children, especially at the preschool level. This case study explores the language adjustments used by four preschool teachers in Negeri Sembilan when teaching early mathematics and how these types of language adjustments usage is expanded in preschool education. Data were obtained through interviews, observations, and document analysis. Findings show that all teachers use two types of language adjustment during the early mathematics teaching process, namely mathematical language adjustment and daily language adjustment that are understandable by children. Mathematical language adjustment is often used in routine activities as an effort to improve the early mathematical skills of preschool pupils. Daily language adjustments are also used in learning to help facilitate students ’comprehension. In conclusion, the use of meaningful language that are appropriate to the child's level of understanding can help improve students' understanding of early Mathematics concepts, which in turn will be a major factor of performance improvement in early Mathematics. This study implicates that in addition to using various approaches and the use of teaching aids (ABM) during Teaching and Learning (PdP) process, the use of appropriate and meaningful language is important in helping to improve preschool students' understanding of early mathematical concepts.Key words: early mathematics; preschool teacher; mathematical language; daily language; routine activitiesDownloads
Published
2022-03-09
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