Abstract

The aim of the present study is to evaluate the effects of using the Islamic Project© Module by preschool teachers in the development of KEMAS kindergarten children in the state of Kelantan. This module seeks to provide significant and critical data on the integration of values in subject-matter teaching. The Modified Delphi technique was used to get consensus for the different module components. Experts from different educational fields fully involved in the module development. The respondents were 100 teachers from 100 government sponsored-kindergarten in the rural areas (TABIKA KEMAS) in Kelantan. All participating teachers were given 3 days of intensive training before implementing the Moral project approach. Using Kirkpatrick's 4-Level Assessment Model, the results of this study clearly demonstrated the effectiveness of this intervention model. Repeated measure of the ANCOVA analysis also showed that there were significant differences in comparisons between the intervention (experimental) and control groups. The findings further revealed a significant increase in teacher practice score change between the intervention and control groups over time (F-stat = 528.71, p-value = <0.001); and control over time (p-value = <0.001). Additionally, a significant increase in teacher attitude score change between the intervention and control groups (p-value = <0.001) was also recorded.

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