Strategi pemerkasaan semula kemahiran membaca, menulis dan mengira murid tahun 6 di sekolah luar bandar di Sabah: Strategy for reinforcing reading, writing and arithmetic skills of year 6 students in rural schools in Sabah

Bih Ni Lee; Connie Shin @ Connie Cassy Ompok; Nurulasyikin Hassan

doi:10.51200/jpp.v13i1.5019

Authors

Bih Ni Lee Fakulti Pendidikan dan Pengajian Sukan, Universiti Malaysia Sabah, Malaysia
Connie Shin @ Connie Cassy Ompok Fakulti Pendidikan dan Pengajian Sukan, Universiti Malaysia Sabah, Malaysia
Nurulasyikin Hassan Fakulti Sains Kemanusiaan, Universiti Pendidikan Sultan Idris, Malaysia

DOI:

https://doi.org/10.51200/jpp.v13i1.5019

Keywords:

pendidikan luar bandar, literasi dan numerasi, intervensi 3M (membaca, menulis dan mengira), rural education, literacy and numeracy, 3Rs (reading, writing, and arithmetic) interventions

Abstract

Kajian ini meneroka strategi untuk memulihkan kemahiran membaca, menulis dan matematik (3M) dalam kalangan pelajar Tahun 6 di sekolah luar bandar di Sabah, Malaysia. Ini kerana masih terdapat jurang pembelajaran yang ketara disebabkan oleh sumber yang terhad, kekurangan guru dan cabaran sosioekonomi. Kajian ini menggunakan reka bentuk kaedah sintesis dengan mengintegrasikan penilaian kuantitatif literasi dan numerasi, dan pandangan kualitatif daripada guru, ibu bapa dan pegawai pendidikan. Dapatan kajian mendedahkan intervensi yang disasarkan seperti program membaca berasaskan fonik, aktiviti penulisan kontekstual dan pendekatan penyelesaian masalah dalam matematik dapat meningkatkan penglibatan dan prestasi pelajar dengan ketara. Kajian ini juga menggariskan kepentingan penglibatan komuniti, latihan guru dan pedagogi responsif budaya dalam mengekalkan penambahbaikan 3M. Keputusan ini sejajar dengan Pelan Tindakan Pendidikan Malaysia (2013–2025) dan menyokong usaha negara untuk merapatkan jurang pendidikan antara luar bandar dengan bandar, dan menawarkan model untuk meningkatkan hasil pembelajaran asas di wilayah yang kurang mendapat perkhidmatan.

(This study explores strategies to revitalize reading, writing, and mathematics (3Rs) skills among Year 6 students in rural schools in Sabah, Malaysia. Learning gaps remain significant due to limited resources, teacher shortages, and socio-economic challenges. Using a synthesized-methods design, the research integrates quantitative assessments of literacy and numeracy with qualitative insights from teachers, parents, and education officials. Findings reveal that targeted interventions such as phonics-based reading programs, contextual writing activities, and problem-solving approaches in mathematics significantly improve student engagement and performance. The study also highlights the importance of community engagement, teacher training, and culturally responsive pedagogy in sustaining 3Rs improvements. These results are aligned with the Malaysian Education Blueprint (2013–2025) and support the country’s efforts to bridge the rural-urban education gap, offering a model for improving basic learning outcomes in underserved regions.)

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