THE NEED ANALYSIS FOR DEVELOPING MORAL EDUCATION TEACHING MODULES FOR PRESCHOOL TEACHERS

Abstract

This study examines the need for developing the Assimilate Like Muhammad (ALiM) moral education teaching module for preschool teachers, aligned with the objectives of Sustainable Development Goal (SDG) 4, which focuses on ensuring quality and inclusive education. The aim of the research is to create the ALiM Moral Module as a guide for Early Childhood Education teachers. A Design and Development Research (DDR) approach was employed, with the Needs Analysis Phase conducted through a systematic literature review and a survey involving preschool teachers. The questionnaire included 41 items assessing teachers' knowledge and skills in children's moral education. The study sampled 90 preschool teachers from private kindergartens in the southern zone, with 30 teachers from each district. Data analysis was performed using SPSS software, providing descriptive statistics, including percentages, frequencies, and averages. Results revealed that 66.1% of teachers possessed a moderate level of knowledge, 25.9% had a high level, and 8.0% exhibited a low level of knowledge. Regarding skills, 55.6% of respondents were at a moderate level, 32.5% at a high level, and 11.9% at a low level. The mean scores for knowledge and skills were both moderate, at 66.7 and 67.7, respectively. In total, 96.8% of educators believed that the ALiM moral education module should be developed and expressed interest in using it as a teaching tool, considering it essential for preschool teachers to deliver engaging and effective instruction. The study suggests that the ALiM training module should be tailored to teachers' needs and is expected to enhance both teachers' conceptual mastery and that of their students, in line with SDG 4’s goal of improving the quality of early childhood education.