Kesediaan Kanak-kanak Prasekolah Mengecam Pola Matematik (Preschoolers’ Readiness in Recognizing Mathematical Patterns)

Abstract

Kajian ini bertujuan untuk meneroka kesediaan kanak-kanak prasekolah berusia 6 tahun mengecam pola dalam lima dimensi dan aturan pola yang berbeza. Kajian ini mengadaptasi instrumen daripada kajian Gadzichowski. Seramai 156 orang kanak-kanak terlibat dalam kajian ini. Data kajian dianalisis secara deskriptif. Dapatan kajian menunjukkan secara purata tahap kesediaan kanak-kanak ini dalam mengecam pola dalam lima dimensi dan aturan yang berbeza adalah rendah. Dapatan kajian juga menunjukkan bahawa kebanyakan kanak-kanak lebih mudah mengecam pola dalam dimensi warna (31.15%) berbanding dimensi lain. Kanak-kanak didapati sukar untuk mengecam pola dalam dimensi nombor (25.89%). Dapatan kajian juga menunjukkan kanak-kanak mudah mengecam aturan pola jenis 1, iaitu bentuk selangan mudah ABBABB (38.97%). Namun kanak-kanak didapati bermasalah dalam mengecam aturan pola jenis 4, iaitu selangan pertambahan ABABBABBB (20.38%). Dapatan kajian ini dapat membantu guru matematik pra-sekolah untuk mempelbagaikan pengajaran pola dan kandungan pengetahuan daripada dimensi dan peraturan paling mudah kepada pola yang paling kompleks. Kata Kunci: Pola matematik, Mengecam pola, Matematik awal, Kanak-kanak prasekolah aBSTRaCT The aim of this research is to explore 6 year old preschoolers' readiness in recognizing pattern in five different dimensions and rules. The research instrument was adapted from previous research. A total of 156 preschoolers were involved in this research. The data were analyzed descriptively. The results indicate that on the average the children were at low level of readiness in recognizing the pattern in different dimensions and rules. The results also showed that majority of the children could recognize colors dimension in patterning (31.15%) more than other dimensions. It was found that children could hardly recognize number dimension patterns (25.89%). The results also indicate that children could easily recognize type 1 pattern, namely simple alternating following the rules of ABBABB (38.97%). However increase alternating following the rules of ABABBABBB which are type 4 pattern was hardly recognized by the children (20.38%). These findings will help early childhood teachers in diversifying patterning instruction and content of knowledge beginning from the easiest dimensions and rules until the most complex patterns.