KREATIVITI DIDIK HIBUR DAN MOTIVASI DALAM MENINGKATKAN KEMAHIRAN MEMBACA MURID ASNAF

CREATIVE FUN LEARNING AND MOTIVATION FOR ENHANCING READING SKILLS AMONG ASNAF STUDENTS

Abstract

Kemahiran membaca adalah asas utama dalam pembangunan ilmu dan pembelajaran sepanjang hayat. Namun begitu, murid asnaf di sekolah rendah sering berdepan dengan cabaran sosioekonomi yang menjejaskan penguasaan literasi mereka secara signifikan. Dalam konteks ini, pendekatan didik hibur yang mengintegrasikan elemen kreativiti dan motivasi berpotensi menjadi strategi efektif untuk meningkatkan kemahiran membaca murid asnaf secara inklusif dan menyeronokkan. Kajian ini bertujuan meneroka kesan kreativiti pendekatan didik hibur dan faktor motivasi dalam memperkukuh kemahiran membaca murid asnaf di beberapa sekolah rendah di negeri Perlis. Kajian menggunakan reka bentuk kualitatif dengan kaedah temubual separa berstruktur melibatkan enam orang murid asnaf Tahun 3 dan 4. Data dianalisis menggunakan teknik analisis kandungan tematik untuk mengenal pasti tema utama yang berkaitan dengan pengalaman murid terhadap pendekatan didik hibur. Dapatan kajian menunjukkan bahawa murid menunjukkan minat dan keterlibatan yang tinggi dalam pembelajaran membaca apabila pengajaran melibatkan aktiviti menyeronokkan seperti video digital, permainan interaktif, dan penggunaan ganjaran fizikal. Guru berperanan penting dalam membimbing secara mesra dan mewujudkan suasana kelas yang kondusif melalui penggunaan pendekatan pelbagai deria berdasarkan model VARK. Walaupun begitu, cabaran kekangan akses internet dan ketiadaan peranti di rumah masih menjadi halangan utama kepada keberkesanan pengajaran. Kajian mencadangkan agar pihak sekolah dan komuniti memperkukuh sokongan digital dan membina program pemulihan membaca yang menyeronokkan serta inklusif untuk murid asnaf. Implikasi kajian menegaskan bahawa pendekatan didik hibur yang kreatif dapat memperkukuh motivasi intrinsik murid dan secara progresif meningkatkan penguasaan literasi asas. Kajian ini memberi sumbangan penting kepada pembangunan amalan pedagogi inovatif sejajar dengan aspirasi Kurikulum Persekolahan 2027 dan Gagasan Malaysia Madani, khususnya dalam usaha memperkasakan pendidikan murid asnaf di Perlis.

Reading skills form the foundation of knowledge acquisition and lifelong learning. However, underprivileged (asnaf) primary school students often face socio-economic challenges that significantly hinder their literacy development. In this context, the edutainment approach, integrating creativity and motivation has the potential to serve as an effective strategy to enhance reading skills among asnaf students in an inclusive and enjoyable manner. This study aims to explore the impact of creative edutainment approaches and motivational factors on improving the reading skills of asnaf students in several primary schools in Perlis, Malaysia. A qualitative research design was employed, using semi-structured interviews involving six asnaf students from Years 3 and 4. Data were analyzed thematically to identify key themes related to the students’ experiences with the edutainment approach in reading instruction. Findings reveal that students demonstrate high interest and engagement when reading instruction incorporates enjoyable activities such as digital videos, interactive games, and physical rewards. Teachers play a crucial role by providing supportive guidance and creating a conducive classroom environment through the application of multisensory learning strategies based on the VARK model. Nevertheless, challenges such as limited internet access and the absence of digital devices at home remain significant barriers to effective learning. The study recommends that schools and communities strengthen digital support and develop inclusive, fun remedial reading programs specifically tailored for asnaf students. The findings emphasize that creative edutainment approaches can enhance students’ intrinsic motivation and progressively improve foundational literacy skills. This research contributes valuable insights to the development of innovative pedagogical practices aligned with the aspirations of the Malaysia Education Blueprint 2025 (Kurikulum Persekolahan 2027) and the Malaysia Madani vision, particularly in empowering asnaf students in Perlis.