Boneka sebagai alat pedagogi dalam pengajaran kanak-kanak prasekolah / Loy Chee Luen

• 第一著者: Loy, Chee Luen
• フォーマット: 学位論文
• 出版事項: 2011
• 主題: LB Theory and practice of education; LB1501 Primary Education

Puppets as a pedagogical tool in teaching are a unique way to provide a different educational learning experience for preschool children. The use of puppets is to encourage children to express their feeling, interacting with other children and to help them to improve their intrapersonal and interpersonal skill. This research was conducted in two phases. Phase I: The development of a module entitled “Modul Dramatika Boneka Kanak-kanak” based on the modification Instructional Design Model by Heinich, Molenda, Russell and Smaldino (2002) and Development Module Approach by Rusell (1974). This phase is to identify the design of module with (i) analyze the needs of children and state the module objective, (ii) the design of the module content, (iii) confirmation of the validity of the experts and the achievement of the module and (iv) attempt module and reliability module. Phase II: The Implementation and Evaluation phase was to implement and to evaluate the module. The phase set out to study the use of the module by preschool teachers. It also identified the responses of children using the module, specifically on how children used the puppets to interact with one another and whether using the puppets affected any change in the children’s intrapersonal and interpersonal skill. The samples of this research were three preschool teachers and eighteen preschool children from three different classes from Ministry of Education, Malaysia. Data were analyzed through triangulation data likes observation, interview, review of document and another extra element that is survey, to explore phenomena puppets as pedagogical tools. The finding of phase I showed that “Modul Dramatika Boneka Kanak-kanak” where able to be developed based on children’s vi characteristics likes gender, age, socioeconomic level and learning style. The objective of the module is to encourage children's interaction and improve their intrapersonal and interpersonal skills. The design of the module content consisted nine learning project which were (i) puppet making project (ii) puppet stage making project (iii) characterizes and emotion project (iv) music and movement project (v) story exposition and rising action project (vi) story climax and falling action project (vii) performance rehearsal project (viii) performance project and (ix) review performance project. These projects were based on the six elements in the Constructivist Learning Design by Gagnon and Collay (2006) that focused on (i) situation, (ii) groups, (iii) bridge, (iv) task, (v) exhibit and (vi) reflection. Validity of module was confirmed by early childhood educationist and drama in education experts. Reliability module through survey form and value Cronbach’s alpha 0.664. The findings of Phase II research showed that although the use of the module were different for the each three teachers, nevertheless, they were able to implement all nine learning projects in their teaching and learning. Children’s feedbacks were very encouraging. The findings showed that the children immersed actively and worked together to finish given tasks. The children also interacted well by individual, partners or in group either to speak, sing or play with puppets while and after module. The interaction between children became more frequently with the use of the puppets. For children attitude, this study showed that using puppets among preschool children improved children’s intrapersonal and interpersonal skill.