Kesan intervensi kit kuasa memori teknologi hijau beta (KMTHB) untuk pembelajaran lestari terhadap penguasaan literasi dalam kalangan pelajar bermasalah pembelajaran tahun satu di sekolah rendah

The study aimed to determine the effect of Power Green Technology Memory Beta (KMTHB) kit with a sustained learning to improve the acquisition literacy achievement of the Malay language among year one at the Chinese National Type Schools (SJKC) in Perlis and Kedah, Malaysia. The design of the study is Quasi-etperimental with a total of 93 respondents were randomly selected according to the zone in peninsular Malaysia. Meanwhile, a sampel of the survey was aimed 31 respondents are from the SJKC in Kuala Perlis of Malaysia given a KMTHB kit with 20.0Hz intervention, while 62 respondents are from two SJKC in Kubang Pasu, Kedah, Malaysia. Each of them consist of 31 respondents were given KMTHB kit with 28.5Hz intervention and the remaining 31 respondents followed conventional teaching. A cognitive test of concentration and construct 1 and construct 2 (K1K2) tools were implemented to test the achievement of listen-write skills in (vocal, consonant and syllables) and read-write (consonants and syllables) administered before and after treatment for every 3 weeks. Thus, for the groups exposed to KMTHBkit with 20.0Hz or KMTHB kit with 28.5Hz intervention, a simple questionnaire with emotion item (affective, psychomotor, IQ, satisfaction, interaction, meaningful) was carried out on the last day of the 9th week. All findings of data such as data pre-test, post 1, post 2 and post 3) and emotional item survey data was analyzed using SPSS version 22 in the form of mean descriptive analysis, frequency, percentage, T-test, MANOVA for matching sampels and Regression Analysis. Hence, the findings of the effect of the intervention of the KMTHB kit with a sustained learning focus on listen-write (vocal and syllables) skills and (consonant and syllables) view-write skills to improve acquisition of Malay literacy achievement among learning disability year one in primary school. Furthermore, the effect influence of combination of KMTHB kit with (20.0Hz and 28.5Hz) has given a significant relationship affecting the combination of listen-write (vocal and syllables), the view-write syllables and focus of attention variables have significant relationship effects (P < 0.05; F (5, 56) = 62.42; R2 = 0.848) accounted for 84.8% of the total number of reaches the literacy of Malay language among the learning disability of year one pupils. Finally, analysis of findings to our four emotional items as factors for predictor variables such as satisfaction, psychomotor, IQ and affective have formed Model (YKMTHB achievement and emotion) with (P < 0.05; F (4, 58) = 1102.74; R2 = 0.987) which contributed 98.7 % as a predictor variable factor significant, p < 0.05. These findings verified KMTHB kit can be used as treatment and has positive impact and relationship to the achievement in learning Malay language literacy among learning disability of year one pupils in the primary school. In conclusion, KMTHB use kit can help improve literacy achievement Malay language (vocal and syllables) significantly through the mastery of the skills of listening-writing and viewing-writing skills with emphasis on concentration in students with learning disabilities level one year 1 primary school.