INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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The Development of E-Aishi Interactive Professional Quality
Module: Strengthening Preschool Teacher Character through Design
and Development Research
Badhrianawati Haji Bidin
1
, *Romarzila Omar
2
1
Institut Pendidikan Guru Kampus Gaya, 88805 Kota Kinabalu, Sabah, Malaysia
2
Fakulti Pembangunan Manusia, Universiti Pendidikan Sultan Idris, 35900, Tanjong Malim, Perak,
Malaysia
*Corresponding Author
DOI: https://doi.org/10.51584/IJRIAS.2025.100900011
Received: 09 Sep 2025; Accepted: 15 Sep 2025; Published: 10 October 2025
ABSTRACT
This study addresses the critical need to strengthen the professional quality and character of preschool teachers
amidst rising challenges in early childhood education. Modern educators are increasingly facing stress,
technological adaptation demands and evolving expectations from Generation Alpha learners and Generation
Y parents. This research aims to develop the e-AISHI Interactive Professional Quality Module using a Design
and Development Research (DDR) approach. The module is designed to be self-paced, technology-driven and
reflective to support teachers’ emotional, professional and pedagogical growth. Through three DDR phases as
needs analysis, content validation and usability testing. This study validates the module’s relevance and
impact. Findings indicate a high consensus among experts and users regarding its usability and potential in
addressing emotional burnout, professional efficacy and the holistic character development of preschool
teachers.
Keywords: e-AISHI Module, Preschool Education, Teacher Professionalism, Character Building, Design and
Development Research (DDR)
INTRODUCTION
Early childhood education (ECE) is widely recognized as a foundational stage for holistic human development.
In this context, preschool teachers serve as not only facilitators of learning but also as influential role models
who shape children's emotional, moral, and social behaviors. Given their unique position, the character and
professional quality of these educators are central to the success of national curriculum objectives such as the
Kurikulum Standard Prasekolah Kebangsaan (KSPK), which emphasizes comprehensive development in
physical, emotional, spiritual, intellectual, and social domains.
Despite this vital role, preschool teachers today are increasingly burdened by evolving demands. They face
children of Generation Alpha which is tech-savvy, inquisitive and highly responsive to digital environments as
well as parents from Generation Y, who are highly involved and demand balanced development beyond
academics. Mardiana (2022) stated that Generation Y parents demonstrate a high level of awareness regarding
the importance of emotional skills in their children's overall development. While academic achievement
remains a significant factor, Generation Y parents tend to place greater emphasis on achieving a balance
between academic performance and emotional growth. In addition, preschool teachers encounter learners with
special needs, children from marginal backgrounds, and emotionally complex classroom dynamics. These
realities pose significant threats to teachers’ mental well-being, emotional stability, and teaching effectiveness.
Studies (Atiqah, 2020; Tugce, 2020) highlight that teacher character ranges from positive traits (caring,
responsible, patient) to negative behaviors (harshness, yelling, emotional detachment), the latter of which has
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
www.rsisinternational.org
Page 120
been linked to reduced student engagement and emotional damage. Coupled with inadequate professional
development, technological pressure, and lack of systemic support, these challenges culminate in a risk of
burnout, declining motivation, and a compromised quality of early education.
Therefore, this research focuses on developing an innovative solution in the form of the e-AISHI Interactive
Professional Quality Module a digital, self-guided training tool aimed at empowering preschool teachers to
build, maintain, and reflect on their character and professional competencies in line with the evolving demands
of early childhood education.
METHODOLOGY
This study employs the Design and Development Research (DDR), a structured approach commonly used in
educational research for the systematic creation and refinement of tools, models or modules. The DDR model
was chosen for its comprehensive framework that aligns well with the study’s objective of developing a
character-based professional training module for preschool teachers. The research was carried out in three
main phases: (1) Needs Analysis, (2) Design and Development and (3) Implementation and Evaluation.
Phase 1: Needs Analysis
The initial phase focused on understanding the real-world needs and challenges faced by preschool educators
regarding character-based professional development. A total of 350 preschool teachers were surveyed using a
structured questionnaire. The collected data were analyzed using SPSS version 27, aiming to identify key
stressors, gaps in professional competence, and the overall demand for character-driven training programs.
This phase was crucial in establishing a strong empirical foundation for the module design, ensuring that the
final product would be both relevant and responsive to actual educational needs.
Phase 2: Design and Validation
Based on the findings from the needs analysis, a professional development module was designed. This design
integrates core principles such as positive teacher character traits, emotional intelligence, and interactive
learning strategies, reflecting the holistic nature of early childhood education. The module was developed
using the Design & Development Research (DDR) approach as the framework of the study, supported by the
Sidek Module Development Model through a mixed-methods approach combining both quantitative and
qualitative methods. Furthermore, the Multimedia Elements Model by Limbong & Simarmata was used as a
guide in developing each element within the Interactive Module for Professional Quality e-AISHI. To ensure
the validity and content relevance of the module, a panel of 10 subject-matter experts was engaged. The Fuzzy
Delphi Method (FDM) was employed to facilitate the consensus-building process among the experts. This
method provides a structured mechanism to evaluate and improve the module components based on expert
judgment, ensuring alignment with national Early Childhood Education (ECE) standards and pedagogical
expectations.
Phase 3: Usability and Reliability Testing
In the final phase, the study assessed the module’s usability and reliability to determine its readiness for
practical implementation. Three educational experts evaluated the module’s structural integrity and internal
consistency using the Cohen’s Kappa Index, which measures inter-rater reliability. Meanwhile, 21 preschool
teachers were involved in a usability test using the Nominal Group Technique (NGT), a consensus-based
approach that gathers qualitative feedback in a structured discussion format. This dual testing ensured that the
module was not only theoretically sound but also user-friendly, practical, and adaptable to the real-world
teaching environment.
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Table 3.1 Data Analysis Methods Table
RESEARCH QUESTION
DATA
COLLECTION
METHOD
INSTRUMENT
DATA
ANALYSIS
1.6.1 Is there a need for the development of the
Interactive Professional Quality Module in building
preschool teachers’ character?
Quantitative
Questionnaire via
Google Form
SPSS Version 23
1.6.2 What is the design and development process
of the Interactive Professional Quality Module in
building preschool teachers’ character?
-
-
-
1.6.3 Is there expert consensus on the elements
(content) included in the Draft Module: Interactive
Professional Quality Module?
Qualitative
Content
Validation Form
Fuzzy Delphi
1.6.4 Is there expert validity on the Draft Module:
Interactive Professional Quality Module based on
expert reviews?
-
Content and
Reliability
Validation Form
Cohen's Kappa
Index
1.6.5 Is the Draft Module: Interactive Professional
Quality Module reliable based on expert reviews?
-
-
Cohen's Kappa
Index
1.6.6 What is the usability evaluation of the Draft
Module: Interactive Professional Quality Module?
Qualitative and
Quantitative
Usability
Evaluation Form
(NGT)
Nominal Group
Technique
(NGT)
RESULTS AND DISCUSSION
Needs Analysis Findings
The needs analysis showed a significant demand for character-based professional development modules, with
over 59.7% of teachers strongly agreeing on 11 critical items. The Cronbach’s Alpha value of 0.946 indicates
high internal consistency in measuring teacher challenges and training expectations.
Table 3.2: Need Analysis Findings
Item
Mean
Frequency
(Scale 5)
Percentage
(Scale 5)
SD
The module is needed to build the character of preschool
teachers.
4.5971
209
59.70%
0.49117
The module is needed to enhance the existing positive
character of preschool teachers.
4.6943
243
69.40%
0.46137
The module is needed to improve the Self Domain of
preschool teachers' character.
4.6029
211
60.30%
0.49001
The module is needed to improve the Professional
Domain of preschool teachers' character.
4.6829
239
68.30%
0.46603
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The module is needed to improve the Social Domain of
preschool teachers' character.
4.6714
235
67.10%
0.47037
The module is needed to help reduce preschool teachers
anxiety about the inclusion of children with disabilities
in the classroom.
4.6657
233
66.60%
0.47242
The module is needed to help reduce preschool teachers
anxiety in dealing with children with disabilities in the
classroom.
4.7
245
70.00%
0.45891
The module is needed to help reduce burnout among
preschool teachers caused by managing children
behavior.
4.6971
244
69.70%
0.46015
The module is needed to help reduce fear or anxiety
about classroom management and teaching due to
handling children behavior.
4.6714
235
67.10%
0.47037
The module is needed to help reduce fear or anxiety in
communicating with parents, administrators, and other
teachers.
4.76
266
76.00%
0.42769
The module is needed to help increase motivation and
love for the preschool teaching profession.
4.6829
239
68.30%
0.46603
Validation Outcome
The FDM analysis yielded a threshold value (d) of 0.047 below the acceptable limit of 0.2 demonstrating high
expert consensus regarding the module’s content validity. This confirms the module's relevance to current
classroom challenges, especially in areas of emotional regulation, communication skills and ethical teaching.
At this stage, the objective is to address Research Question 1.6.3: Is there a consensus among experts
regarding the elements (content) included in the Draft Module: Interactive Module for Professional Quality e-
AISHI?
To answer this research question, this section focuses on the key components of face and content validity of
the Interactive Module for Professional Quality. This includes examining the characteristics of text, graphics,
audio, video, and animation, as well as the core content of the e-AISHI Interactive Module. The process of
module development began with the researcher designing an interactive module based on the theme of self-
hypnosis to guide the entire content of the module. This approach aimed to help the researcher clearly
understand and classify each dimension of the module's construction. The model underpinning this module
development is the Multimedia Elements Model by Limbong and Simarmarta (2020). The elements
emphasized in the module include text characteristics, graphic features, audio features, video components, and
animation elements. The module content focuses on influencing self-perception through positive affirmations
and suggestions, as embedded throughout the module.
To assess expert consensus regarding face and content validity, the researcher employed the Fuzzy Delphi
Method (FDM) using the Content Validity Expert Form. According to Hansen (2000) and Cheng & Lin (2002)
as cited in Mohd Ridhuan Mohd Jamil (2024), expert consensus is achieved if the calculated threshold value
(d) is ≤ 0.2, indicating that the variation in expert opinion is within an acceptable range.
As a result of the FDM analysis, it was found that the experts reached a consensus, confirming that the module
development aligns with the characteristics of an interactive module as outlined in the Multimedia Elements
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Model by Limbong and Simarmarta (2020) and that the content appropriately fulfills the intended objectives of
the module development.
Table 4. 1 Elements of Text Features in the Interactive Module Based on FDM
No
.
Element of Text
Features in the
Interactive Module
Tringulars Fuzzy
Numbers Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold,
(d) Value
Percentage
of Expert
Panel
Consensus,
%
M1
M2
M3
Skor
Fuzzy
(A)
1.
The text used is able to
convey information
clearly.
0.049
100%
0.860
0.980
1.000
0.947
RECEIVED
2.
The text used consists of
various types.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
3.
The text used can attract
users' attention.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
4.
The text used emphasizes
the intended meaning.
0.049
100%
0.860
0.980
1.000
0.947
RECEIVED
Nilai Threshold, d total item 0.153
Nilai Threshold, d konstruk 0.038
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4. 15 Elements of Grafic Features in the Interactive Module Based on FDM
Bil.
Element of
Graphic Features
in the Interactive
Module
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold
, (d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
The selection of
graphics aligns
with the concept of
the module.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
2.
The choice of
graphics
emphasizes the
content being
conveyed.
0.049
100%
0.860
0.980
1.000
0.947
RECEIVED
3.
The graphics used
help deliver
0.049
100%
0.860
0.980
1.000
0.947
RECEIVED
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information more
effectively.
4.
The graphics make
the presentation
activities more
engaging.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
5.
The graphics
enhance the appeal
of the module's
information
delivery.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
Nilai Threshold, d total item 0.098
Nilai Threshold, d konstruk 0.020
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4. 2 Elements of Audio Features in the Interactive Module Based on FDM
No.
Element of Audio
Features in the
Interactive
Module
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold
, (d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
The use of voice-
over helps convey
information more
affectively.
0.027
100%
0.88
0
0.99
0
1.00
0
0.957
RECEIVED
2.
The use of
background music
supports the
affective delivery of
information.
0.049
100%
0.86
0
0.98
0
1.00
0
0.947
RECEIVED
3.
The use of voice
can enhance the
appeal of the
presented content.
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
4.
The use of
background music
can increase the
attractiveness of the
presented content.
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
Nilai Threshold, d total item 0.076
Nilai Threshold, d konstruk 0.019
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Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4. 3 Elements of Video Features in the Interactive Module Based on FDM
No.
Element of Video
Features in the
Interactive Module
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold,
(d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
The videos displayed
are engaging and
more lifelike,
reflecting the real
world.
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
2.
The videos displayed
are more dynamic in
delivering
information.
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
3.
The videos displayed
are highly effective
in conveying
information.
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
Nilai Threshold, d total item 0.000
Nilai Threshold, d konstruk 0.000
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4. 4 Elements of Animation Features in the Interactive Module Based on FDM
No
.
Element of
Animation
Features in the
Interactive Module
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold,
(d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
Animation helps the
module explain
concepts in a way
that is easy to
understand.
0.027
100%
0.88
0
0.99
0
1.00
0
0.957
RECEIVED
2.
The animation used
in the module
presentation can
attract users' interest
in carrying out the
activities included in
0.000
100%
0.90
0
1.00
0
1.00
0
0.967
RECEIVED
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the module.
Nilai Threshold, d total item 0.027
Nilai Threshold, d konstruk 0.014
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4.24 Content of Video 1 – ATTITUDE Based on FDM
No
.
Video 1 Content –
ATTITUDE
Tringulars Fuzzy
Numbers Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshol
d, (d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
This activity builds a
positive attitude through
effective self-
affirmation.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
2.
The audio guidance in
this activity successfully
evokes deep emotional
responses.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
Nilai Threshold, d total item 0.055
Nilai Threshold, d konstruk 0.027
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4.24 Content of Video 2 – IN LOVE Based on FDM
No
.
Video 2 Content – IN
LOVE
Tringulars Fuzzy
Numbers Criteria
Defuzzification Process Criteria
Expert
Consensus
Threshol
d, (d)
Percentage
of Expert
Panel
Consensus,
%
M1
M2
M3
Skor
Fuzzy
(A)
1.
This activity will be
effective in nurturing a
sense of love towards
pupils if truly embraced.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
2.
The task of writing a
letter to a pupil helps
teachers internalize the
role of educating more
deeply.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
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Nilai Threshold, d total item 0.055
Nilai Threshold, d konstruk 0.027
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4.24 Content of Video 3 – SECURE Based on FDM
No.
Video 3 Content
– SECURE
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold
, (d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
This activity helps
reduce stress and
release negative
emotions.
0.049
100%
0.860
0.980
1.000
0.947
RECEIVED
2.
The spiral visual
technique and
positive
affirmations have a
profound impact on
participants.
0.064
100%
0.840
0.970
1.000
0.937
RECEIVED
Nilai Threshold, d total item 0.113
Nilai Threshold, d konstruk 0.057
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4.24 Content of Video 4 – HARMONY Based on FDM
No.
Video 4 Content
– HARMONY
Tringulars Fuzzy
Numbers Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold
, (d)
Percentage of
Expert Panel
Consensus,
%
M1
M2
M3
Skor
Fuzzy
(A)
1.
This activity helps
participants overcome
fear and trauma
symbolically.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
2.
The ‘closed-eye
drawing’ element is
suitable for releasing
repressed emotions.
0.000
100%
0.900
1.000
1.000
0.967
RECEIVED
Nilai Threshold, d total item 0.027
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Nilai Threshold, d konstruk 0.014
Cadangan Elemen Daripada Panel Pakar: Tiada.
Table 4.24 Content of Video 5 – INTELLIGENT Based on FDM
No.
Video 5 Content
– INTELLIGENT
Tringulars Fuzzy Numbers
Criteria
Defuzzification Process
Criteria
Expert
Consensus
Threshold
, (d)
Percentage of
Expert Panel
Consensus, %
M1
M2
M3
Skor
Fuzzy
(A)
1.
Regular practice
can have a positive
impact on its
practitioners.
0.064
100%
0.840
0.970
1.000
0.937
RECEIVED
2.
The combination of
physical movement
and music can help
improve focus and
calmness.
0.027
100%
0.880
0.990
1.000
0.957
RECEIVED
Nilai Threshold, d total item 0.092
Nilai Threshold, d konstruk 0.046
Cadangan Elemen Daripada Panel Pakar: Tiada.
Usability and Acceptance
Reliability analysis revealed a Cohen’s Kappa score of 1.00, indicating perfect agreement among evaluators on
the module’s structural and pedagogical quality. During usability testing, 16 of 19 items reached 100%
consensus among teachers, while the remaining three scored above 95%, suggesting strong approval of the
module's practicality and user experience.
Expert Review Panel
table 3.3 Findings from the Content Validity and Reliability Questionnaire
No.
Item Statement
Number of
Experts
Number in
Agreement
1
The module content matches its target population.
3
3
2
The module content can be implemented effectively.
3
3
3
The module content is appropriate for the allocated time.
3
3
4
The module content can improve preschool teachers’
concentration or focus.
3
3
5
The module content can influence changes in teachers’ thinking.
3
3
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6
The music and voice presented are clear and easy to internalize.
3
3
7
The visuals displayed are clear, easy to understand, and replicate.
3
3
8
The visuals help me understand the steps of the activities.
3
3
9
I can understand the instructions for the activities from start to
finish.
3
3
10
I feel calm when listening to the music included in the draft
module.
3
3
11
The music is clear and emotionally engaging.
3
3
12
I can emotionally connect with the voice presented.
3
3
13
I feel that the activities are suitable and beneficial for personal
practice.
3
3
14
I believe the activities are also suitable and beneficial for
preschool children.
3
3
15
I am interested in learning and practicing every Brain Gym
movement presented.
3
3
16
I feel the Brain Gym activities are suitable and beneficial for
myself.
3
3
17
I believe the Brain Gym activities are also suitable and beneficial
for preschool children.
3
3
18
I need to practice the Brain Gym exercises daily to master and
benefit from them.
3
3
19
I enjoy the activities because of the cheerful music and the
freedom to perform them spontaneously.
3
3
Table 3.2 presents the data findings from three experts who responded to the Content Validity and Usability
Questionnaire. The data were analyzed and interpreted using the Cohen's Kappa Calculation Technique. The
results indicate that all experts provided the same level of consensus. The analysis shows that all three experts
agreed on all 19 items. This indicates that each item received 100% agreement.
Cohen’s Kappa Formula:
K = Po – Pe
1 - Pe
Where:
Po = Observed agreement between raters
Pe = Expected agreement by chance
N = Number of experts (3)
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Total Items = 19
Calculation of Po (Observed Agreement):
Po = Number of items agreed upon by all raters
Total number of items
Po = 19
19
= 1
This indicates full agreement among the raters for all items evaluated.
Calculation of Pe (Expected Agreement):
There are two response categories:
Agree (A)
Disagree (D)
Assumed expert responses:
Rater 1: 17 Agree, 2 Disagree
Rater 2: 18 Agree, 1 Disagree
Rater 3: 18 Agree, 1 Disagree
Proportions:
Category
Rater 1
Rater 2
Rater 3
Agree
17/19 = 0.89
18/19 = 0.95
18/19 = 0.95
Disagree
2/19 = 0.11
1/19 = 0.05
1/19 = 0.05
Expected agreement (Pe) is calculated as:
Agree
Rater 1: 17 = 0.89
19
Rater 2: 18 = 0.95
19
Rater 3: 18 = 0.95
19
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Disagree
Rater 1: 2 = 0.11
19
Rater 2: 1 = 0.05
19
Rater 3: 1 = 0.05
19
Final Calculation of Kappa (K):
K = Po – Pe
1 – Pe
= 1 - 0.8003
1 - 0.8003
= 0.1997
0.1997
= 1
Interpretation:
The computed Kappa value is 1, indicating perfect agreement. Based on the Kappa value interpretation scale
(Cohen, 1960; Merriam, 2009; Mokhtar, 2011; Othman et al., 2018), this result reflects an excellent level of
validity and reliability for the Draft Module: e-AISHI Interactive Professional Quality Module.
This data analysis directly answers Research Question 1.6.4:
Is there content validity and expert reliability for the Draft Module: e-AISHI Interactive Professional Quality
Module based on expert evaluation?
Which is the module has been validated and confirmed reliable by all experts involved.
Meanwhile at the stage of usability analysis of the draft module, the researcher employed the Nominal Group
Technique (NGT) to analyze the data. A total of 21 preschool teachers were selected and divided into three
smaller groups, namely Group A, Group B, and Group C with seven participants in each group.
This method aligns with the argument by Millano and Ullius (1998), who emphasized that usability evaluation
refers to the satisfaction and perception of users who are knowledgeable and skilled in using the developed
model. This also confirms that the Usability Evaluation Phase is crucial in determining whether a designed and
developed module is feasible and appropriate for achieving the intended objectives of the module.
The code representation for each participant in the study is shown in Table 3.3.
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Table 3.4 Usability Evaluation Data Based on Nominal Group Technique (NGT) Finding.
No.
Item
Expert Group Score
Total
Score
%
Evaluation
Status
Group
A (n=7)
Group.
B (n=7)
Group
C (n=7)
1
The module content matches its target
population.
7
7
7
21
100%
RECEIVED
2
The module content can be
implemented effectively.
7
7
7
21
100%
RECEIVED
3
The module content is appropriate for
the allocated time.
7
7
7
21
100%
RECEIVED
4
The module can enhance preschool
teachers' concentration or focus.
7
7
7
21
100%
RECEIVED
5
The module can influence changes in
preschool teachers’ thinking.
7
6
7
20
95.2%
RECEIVED
6
The music and voice presented are clear
and easy to internalize.
6
7
7
20
95.2%
RECEIVED
7
The visuals are clear, easy to
understand, and replicate.
7
7
7
21
100%
RECEIVED
8
The visuals help me understand the
steps of each activity.
7
7
7
21
100%
RECEIVED
9
I can understand the instructions from
beginning to end.
7
7
7
21
100%
RECEIVED
10
I feel calm listening to the music in the
Draft Module.
7
7
7
21
100%
RECEIVED
11
The music is clear and emotionally
engaging.
7
6
7
20
95.2%
RECEIVED
12
I can emotionally connect with the
voice presented.
6
7
7
20
95.2%
RECEIVED
13
The activities are suitable and
beneficial for me personally.
7
7
7
21
100%
RECEIVED
14
The activities are also suitable and
beneficial for preschool children.
7
7
7
21
100%
RECEIVED
15
I am interested in learning and
practicing the Brain Gym movements
presented.
7
7
7
21
100%
RECEIVED
16
The Brain Gym activities are suitable
and beneficial for me personally.
7
7
7
21
100%
RECEIVED
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17
The Brain Gym activities are also
suitable and beneficial for preschool
children.
7
7
7
21
100%
RECEIVED
18
I need to perform Brain Gym exercises
daily to master the movements and
experience the benefits.
7
7
7
21
100%
RECEIVED
19
I enjoy the activities because of the
cheerful music and the spontaneity
involved.
7
7
7
21
100%
RECEIVED
Guide for Calculating Percentage of Agreement Using Nominal Group Technique (NGT)
To determine the level of consensus in the usability evaluation of the draft module, the Percentage of High
Agreement is calculated using the following formula:
High Agreement Percentage = Number of participants who gave a score of 7 ×100
Total number of participants
Example: Item 11
Number of participants who gave a score of 7 = 20
Total number of participants = 21
So;
20 x 100
21
= 95.2%
This indicates a high level of agreement among the participants for that item.
CONCLUSION
This research affirms the urgent need for systemic interventions to support preschool teachers in managing
emotional burnout, adapting to technological demands and enhancing their professional identity. The e-AISHI
Interactive Professional Quality Module addresses these needs by providing an accessible, reflective and
pedagogically sound platform for self-paced development. It emphasizes the cultivation of empathy, resilience,
communication and character. All crucial for navigating the dynamic landscape of early childhood education.
As a scalable and sustainable solution, the module offers significant implications for policy-makers, training
institutions and educators themselves. Ongoing refinement and widespread implementation of such tools are
essential to strengthen the ECE workforce and ensure that preschool teachers are not only competent educators
but also inspiring role models who leave lasting impacts on future generations.
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