APLIKASI PENDEKATAN INTERPRETIVE STRUCTURAL MODELLING DALAM PEMBANGUNAN MODEL PEDAGOGI RESPONSIF BUDAYA MENERUSI CERITA RAKYAT UNTUK KEMAHIRAN LITERASI AWAL KANAK-KANAK
Folktale is one of the ways to convey messages on an idea, concept or history to aid children’s understanding of a fact. The element in folktale is suitable to be developed into cultural-responsive pedagogy which is a learning approach based on cultural references. This research purpose is to develop a model of cultural-responsive pedagogy using folktale as a learning approach in children’s early literacy skills. This research applies the Interpretive Structural Modelling (ISM) approach as a research method in developing a model while inserting the involved elements’ relationship. This research breakdown the complex system into a few sub-systems using practical experiences and experts who are involved in Malaysia education field knowledge. The expert group of 12 respondents consisting of 2 parents; a lecturer from the Institute Pendidikan Guru, a public university lecturer, personnel from the educational planning and research division (EPRD); an early education teacher and a professor from the children’s early education department took part in the developing the ISM hierarchy model. This expert group succeeded in achieving an agreement on 8 elements of the cultural-responsive pedagogy using folktales for children’s early literacy skills. Those elements are (1) storytelling creativity; (2) puppet usage; (3) Intonation mastery; (4) creative movement; (5) creative acting; (6) sharing stories; (7) environment relationship; (8) experiences and (9) symbol and images. The finding suggests that the cultural-responsive pedagogy using folktale suits to be implemented by teachers with the ability to use puppets, concrete materials or creative movement in improving the children’s early literacy skills. The research implications show that the cultural-responsive pedagogy gives an added value in building the children’s morality, identity and character.