Teknik Peer Instruction dengan Analisis Sumber-Sumber Sejarah: Kekekalan Kemahiran Pemikiran Kritikal?

  • M. Kaviza Pusat Pengajian Pendidikan dan Bahasa Moden, Universiti Utara Malaysia (UUM)
Keywords: kemahiran berfikir kritikal, sumber-sumber sejarah, teknik peer instruction

Abstract

Kajian eksperimental ini bertujuan untuk mengenal pasti kesan teknik Peer Instruction dengan analisis sumber-sumber sejarah terhadap kekekalan kemahiran berfikir kritikal. Seramai 25 orang murid Tingkatan Empat melalui teknik persampelan bertujuan terlibat dalam kajian ini. Instrumen ujian pemikiran kritikal yang diadaptasi yang telah disahkan pakar penilai dan mempunyai nilai kebolehpercayaan yang baik merupakan instrumen kajian ini. Data kajian ini dianalisis secara inferensi iaitu ujian ANOVA Satu Hala dengan pengukuran berulang melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa teknik Peer Instruction dengan analisis sumber-sumber sejarah adalah berkesan terhadap kekekalan kemahiran berfikir kritikal dalam kalangan murid. Implikasi kajian ini telah mencadangkan kepada guru-guru Sejarah pada semua peringkat persekolahan untuk melaksanakan teknik Peer Instruction dengan analisis sumber-sumber sejarah untuk memupuk kemahiran berfikir kritikal yang beterusan dalam kalangan murid.

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Published
2019-12-27
How to Cite
Kaviza, M. (2019) “Teknik Peer Instruction dengan Analisis Sumber-Sumber Sejarah: Kekekalan Kemahiran Pemikiran Kritikal?”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(8), pp. 61 - 74. doi: https://doi.org/10.47405/mjssh.v4i8.334.
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