INNOVATIVE DIGITAL PEDAGOGICAL APPROACHES IN ADDRESSING LITERACY CHALLENGES AMONG ASNAF STUDENTS THROUGH CREATIVE TEACHING PRACTICES IN PERLIS

Creative and innovative digital-based pedagogy plays a vital role in strengthening reading skills among lower primary students, particularly asnaf students who face limitations in learning support at home. This study explores the teaching practices of Malay language remedial teachers in implementing responsive and inclusive instructional strategies through the integration of digital elements, VARK learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic), and fun learning approaches to enhance foundational literacy effectively. This qualitative study employed focused interviews with five Malay language remedial teachers from several primary schools in the state of Perlis. Findings revealed that teachers utilised various digital resources and artificial intelligence (AI) tools, including YouTube phonics videos, Wordwall, Quizizz, and AI-based tools such as text-to-speech and image generators to develop teaching materials. These were combined with engaging activities such as singing, phonics games, drawing, and colouring. Teachers also applied differentiated instruction based on students’ learning styles and created a classroom environment that was friendly, flexible, and low-pressure. Four teachers reported consistent improvements in student motivation and reading performance, while one teacher observed moderate effects among students with limited home support. Based on thematic analysis, this study proposes the development of the SINAR Model (VARK and Digital Strategy, Fun Learning Innovation, Differentiated Values, Community Access, and Institutional Response) as an integrated pedagogical framework that is contextual, creative, and technology-friendly. The study's implications extend beyond improving the practical delivery of remedial instruction, as it also supports the implementation of the 2027 School Curriculum and contributes to the goals of quality and equitable education, in line with SDG 4 and the Malaysia MADANI framework.