PEDAGOGI INOVATIF DIGITAL DALAM MENANGANI ISU LITERASI MURID ASNAF MELALUI AMALAN KREATIF GURU DI PERLIS: INNOVATIVE DIGITAL PEDAGOGICAL APPROACHES IN ADDRESSING LITERACY CHALLENGES AMONG ASNAF STUDENTS THROUGH CREATIVE TEACHING PRACTICES IN PERLIS - Makhsin, Mardzelah; Ismail, Nor Hasimah; Anuar, Nurhafiza (INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE), 2025)
Pedagogi kreatif dan inovatif berasaskan digital memainkan peranan penting dalam memperkukuh penguasaan kemahiran membaca murid tahap rendah, khususnya murid asnaf yang berdepan dengan keterbatasan sokongan pembelajaran di rumah. Kajian ini meneliti amalan pengajaran guru pemulihan Bahasa Melayu dalam melaksanakan strategi pengajaran yang responsif dan inklusif melalui integrasi elemen digital, gaya pembelajaran VARK (Visual, Auditori, Membaca dan Kinestetik), serta pendekatan didik hibur sebagai usaha meningkatkan literasi asas secara berkesan. Kajian ini menggunakan pendekatan kualitatif melalui kaedah temu bual berfokus bersama lima orang guru pemulihan Bahasa Melayu dari beberapa sekolah rendah di negeri Perlis. Dapatan menunjukkan bahawa guru memanfaatkan pelbagai bahan digital dan kecerdasan buatan (AI), termasuk video fonik YouTube, aplikasi Wordwall, Quizizz serta alat AI seperti text-to-speech dan generatif imej untuk mencipta bahan bantu mengajar. Pendekatan ini digabungkan dengan aktiviti menyeronokkan seperti nyanyian, permainan fonik, melukis dan mewarna. Guru juga melaksanakan pengajaran secara berdiferensiasi berdasarkan gaya pembelajaran murid, serta membina suasana bilik darjah yang mesra, fleksibel dan tidak menekan. Empat orang guru menyatakan peningkatan motivasi dan pencapaian murid secara konsisten, manakala seorang guru melaporkan kesan sederhana dalam kalangan murid yang kurang sokongan di rumah. Berdasarkan analisis tematik, kajian ini mencadangkan pembentukan Model SINAR (Strategi VARK dan Digital, Inovasi Didik Hibur, Nilai Berdiferensiasi, Akses Komuniti dan Respon Institusi) sebagai kerangka pedagogi bersepadu yang kontekstual, kreatif dan mesra teknologi. Implikasi kajian ini bukan sahaja memperkukuh PdPc guru pemulihan secara praktikal, malah menyokong pelaksanaan Kurikulum Persekolahan 2027 serta menyumbang kepada matlamat pendidikan berkualiti dan saksama, selaras dengan SDG 4 dan gagasan Malaysia MADANI. Creative and innovative digital-based pedagogy plays a vital role in strengthening reading skills among lower primary students, particularly asnaf students who face limitations in learning support at home. This study explores the teaching practices of Malay language remedial teachers in implementing responsive and inclusive instructional strategies through the integration of digital elements, VARK learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic), and fun learning approaches to enhance foundational literacy effectively. This qualitative study employed focused interviews with five Malay language remedial teachers from several primary schools in the state of Perlis. Findings revealed that teachers utilised various digital resources and artificial intelligence (AI) tools, including YouTube phonics videos, Wordwall, Quizizz, and AI-based tools such as text-to-speech and image generators to develop teaching materials. These were combined with engaging activities such as singing, phonics games, drawing, and colouring. Teachers also applied differentiated instruction based on students’ learning styles and created a classroom environment that was friendly, flexible, and low-pressure. Four teachers reported consistent improvements in student motivation and reading performance, while one teacher observed moderate effects among students with limited home support. Based on thematic analysis, this study proposes the development of the SINAR Model (VARK and Digital Strategy, Fun Learning Innovation, Differentiated Values, Community Access, and Institutional Response) as an integrated pedagogical framework that is contextual, creative, and technology-friendly. The study’s implications extend beyond improving the practical delivery of remedial instruction, as it also supports the implementation of the 2027 School Curriculum and contributes to the goals of quality and equitable education, in line with SDG 4 and the Malaysia MADANI framework.