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https://ptsldigital.ukm.my/jspui/handle/123456789/487787Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Hasnah Toran, Dr. | |
| dc.contributor.author | Zaharah Osman (P45581) | |
| dc.date.accessioned | 2023-10-11T09:32:33Z | - |
| dc.date.available | 2023-10-11T09:32:33Z | - |
| dc.date.issued | 2015-07-28 | |
| dc.identifier.other | ukmvital:83068 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487787 | - |
| dc.description | Kompetensi sosioemosi terdiri daripada kemahiran sosial dan emosi. Kanak-kanak yang menunjukkan masalah sosioemosi sejak awal kanak-kanak sering menunjukkan masalah tingkah laku yang memberi impak negatif secara menyeluruh ke atas perkembangan dan pencapaian akademik mereka. Oleh itu, adalah perlu untuk memupuk kemahiran sosioemosi pada peringkat awal kanak-kanak sebelum tingkahlaku bermasalah berterusan sehingga kanak-kanak itu menjadi dewasa. Pendedahan awal dan rawatan kepada masalah tingkah laku dapat meningkatkan kompetensi sosioemosi dalam kalangan kanak-kanak. Oleh itu, kajian ini bertujuan untuk mengkaji keberkesanan Modul Kompetensi Sosioemosi di prasekolah Kementerian Pendidikan Malaysia. Modul ini telah diadaptasi daripada modul yang dibangunkan oleh The Center On The Social and Emotional Foundations for Early Learning (CSEFEL) Module. Kajian ini menggunakan kombinasi kaedah reka bentuk penyelidikan kuantitatif dan kualitatif. Tiga jenis instrumen, iaitu The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Inventory; the Preschool Kindergarten Behavior Scale (PKBS-2); dan Borang Soalselidik Penilaian Modul Kompetensi Sosioemosi telah digunakan. Sebuah panel yang diwakili tiga orang pakar telah menganalisis kesahan modul tersebut. Sampel yang digunakan ialah 3 orang guru prasekolah dan 40 kanak-kanak prasekolah yang berumur di antara 5 dan 6 tahun. Analisis berbentuk deskriptif dan statistik ujian-t dalam perisian SPSS 17.0 menghasilkan data kuantitatif. Analisis perbandingan yang berterusan telah dijalankan bagi memastikan ketepuan data. Salah satu kekuatan modul ini adalah termasuk strategi baru yang diperkenalkan kepada guru-guru untuk dilaksanakan di dalam kelas, contohnya seperti mengajar mengawal kemarahan dan penyelesaian konflik kepada kanak-kanak. Kelemahan utama modul ini pula adalah terjemahan yang lemah berbanding versi Amerika yang asal. Namun begitu, perubahan telah dibuat berdasarkan cadangan yang diberikan oleh pakar-pakar. Sementara itu, guru-guru pula telah memberikan cadangan untuk meningkatkan kesesuaian budaya modul tersebut. Kesimpulannya, modul ini amat sesuai dilaksanakan oleh guru-guru prasekolah untuk melatih dan mengembangkan kemahiran sosioemosi kanak-kanak yang berusia 5 hingga 6 tahun dalam persekitaran prasekolah. Oleh itu, kajian ini mempunyai potensi untuk menyumbang ke arah peningkatan komponen kurikulum sosioemosi di prasekolah.,Ph.D,Socio-emotional competencies consists of social and emotional skills. Children who display socio-emotional problems during the early development years often develop behavioral problems that negatively impact their overall development and academic achievement. Therefore, it is neccesary to nurture socio-emotional competencies at the early stage of life before the problematic behaviours continues into adulthood. Early identification and treatment of behavior problems can increase socio-emotional competencies among children. Thus, the aim of this study was to investigate the feasibility of the Socio-Emotional Competency Module in Ministry of Education pre-schools. This module have been adapted from the The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Module. This study used a combination of quantitative and qualitative research design methods. Three types of instruments, namely The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Inventory; the Preschool Kindergarten Behavior Scale (PKBS-2); and the Borang Soalselidik Penilaian Modul Kompetensi Sosioemosi were used.A panel of three experts analysed the content validity of the module. Samples in this research included 3 pre-school teachers and 40 pre-school children between the ages of 5 and 6 years old. Descriptive analysis and t-test statistics in the SPSS 17.0 software produced quantitative data. Constant comparative analysis was conducted to ensure data saturation. Strengths of this module included new strategies for teachers to implement in the classroom, such as teaching anger management and conflict resolution to the young students. While the major weakness of this module was the poor translation from the original American version. However, improvements were made according to the recommendations given by the experts. The teachers on the other hand, provided suggestions to improve the cultural suitability of the module.In conclusion, this module is suitable to be implemented by pre-school teachers in order to train and develop the socio-emotional skills of children aged 5 to 6 years in our pre-school settings. Therefore this study has the potential to contribute towards the enhancement of the socio-emotional component of our pre-school curriculum. | |
| dc.language.iso | may | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Educational psychology | |
| dc.subject | Emotions in children | |
| dc.title | Kebolehlaksanaan modul kompetensi sosioemosi untuk murid-murid prasekolah | |
| dc.type | Theses | |
| dc.format.pages | 184 | |
| dc.identifier.callno | LB1073.Z337 2015 | |
| dc.identifier.barcode | 001848 | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_83068+SOURCE1+SOURCE1.0.PDF Restricted Access | 2.52 MB | Adobe PDF |  View/Open |
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