PENGAJARAN KREATIF DAN INOVATIF DALAM ERA DIGITAL MENINGKATKAN KEMAHIRAN MEMBACA MURID ASNAF SEKOLAH RENDAH

CREATIVE AND INNOVATIVE TEACHING IN THE DIGITAL ERA TO ENHANCE READING SKILLS AMONG ASNAF PRIMARY SCHOOL STUDENTS

Abstract

Isu keciciran kemahiran membaca dalam kalangan murid asnaf terus menjadi keprihatinan nasional, terutamanya apabila akses kepada bahan bacaan, teknologi pendidikan dan sokongan pembelajaran di rumah masih tidak seimbang. Dalam konteks pendidikan era digital, guru memainkan peranan penting dalam meneroka pendekatan pengajaran yang kreatif dan inovatif bagi menangani jurang pencapaian tersebut. Kajian ini bertujuan meneroka amalan pengajaran guru dalam mengintegrasikan aplikasi digital secara bersepadu untuk meningkatkan kemahiran membaca murid asnaf sekolah rendah. Data diperoleh melalui analisis borang pemerhatian berstruktur terhadap lima orang guru di lima buah sekolah rendah yang terlibat secara langsung dalam pengajaran kemahiran membaca murid asnaf. Hasil kajian menunjukkan bahawa guru berjaya mengaplikasikan bahan digital seperti video interaktif, aplikasi suku kata, permainan pendidikan dan modul bacaan visual yang disesuaikan mengikut tahap keupayaan murid. Penggunaan strategi ini bukan sahaja meningkatkan minat dan motivasi murid, malah turut memperkukuh kefahaman mereka terhadap kandungan bacaan. Namun begitu, beberapa cabaran turut dikenal pasti termasuk kekangan infrastruktur, akses yang tidak seimbang terhadap peranti digital serta sokongan ibu bapa yang tidak konsisten. Kajian ini mencadangkan agar usaha memperkukuh kemahiran membaca murid asnaf dilaksanakan secara menyeluruh melalui latihan profesional berterusan kepada guru, penglibatan komuniti dan penambahbaikan prasarana digital sekolah.

The issue of reading skills deficiency among asnaf students continues to be a national concern, particularly as access to reading materials, educational technology, and home learning support remains unequal. In the context of digital-era education, teachers play a vital role in exploring creative and innovative teaching approaches to address this achievement gap. This study aims to explore teachers’ instructional practices in integrating digital applications to enhance the reading skills of asnaf primary school students. Data were collected through the analysis of structured observation forms involving five teachers from five primary schools who were directly involved in teaching reading skills to asnaf students. The findings show that teachers effectively applied digital resources such as interactive videos, syllable-based applications, educational games, and visual reading modules tailored to students’ proficiency levels. These strategies not only increased students’ interest and motivation but also strengthened their understanding of reading content. However, several challenges were also identified, including limitations in infrastructure, unequal access to digital devices, and inconsistent parental support. The study suggests that efforts to strengthen the reading skills of asnaf students should be implemented holistically through continuous professional development for teachers, community engagement, and improvements to schools’ digital infrastructure.