Persepsi Penerimaan Murid Terhadap Aktiviti Pembelajaran Berasaskan Dokumen
Keywords:
penerimaan, persepsi, pembelajaran berasaskan dokumen, mata pelajaran sejarah
Abstract
Kajian berbentuk tinjauan secara deskriptif ini bertujuan untuk mengenalpasti tahap persepsi penerimaan murid terhadap aktiviti pembelajaran berasaskan dokumen. Seramai 67 orang murid tingkatan empat yang ditentukan berdasarkan teknik persampelan bertujian terlibat dalam kajian ini. Soal selidik yang menggunakan skala likert lima yang diadaptasi yang telah disahkan oleh pakar penilai dalam bidang pendidikan sejarah serta mempunyai nilai ketekalan yang baik merupakan instrumen kajian ini. Data kajian ini dianalisis secara deskriptif dan inferensi dengan menggunakan perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa persepsi penerimaan murid terhadap aktiviti pembelajaran berasaskan dokumen berada pada tahap tinggi, di samping murid lelaki melaporkan tahap persepsi penerimaan yang tinggi berbanding dengan murid perempuan yang melaporkan tahap persepsi penerimaan yang sederhana. Tambahan pula, dapatan kajian ini juga menunjukkan bahawa tidak terdapat perbezaan yang signifikan bagi min persepsi penerimaan terhadap aktiviti pembelajaran berasaskan dokumen berdasarkan jantina. Implikasi kajian ini telah memaparkan sumber maklumat kepada guru-guru untuk melaksanakan aktiviti pembelajaran berasaskan dokumen dalam proses pengajaran dan pembelajaran mata pelajaran sejarah.
Downloads
Download data is not yet available.
References
Barton, K.C. (2018). Historical Sources in the Classroom: Purposes and Use. HSSE Online, 7(2), 1-11.
Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we need a new approach of teaching digital literacy. Kappan, 99(6), 27-32.
Carol, A.B., & Dotson, K. (2007). A case study using digital primary source document. Tech Trends, 51(3), 30-37. doi:10.1007/s11528-007-0039-3
Chang, O.S., Zamri Mohamad & Hamidah Yamat (2013). Faktor jantina, kaum, aliran kelas dan hubungannya dengan kecerdasan emosi murid dalam mempelajari Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 3(1), 12-23.
Colby, S.R. (2008). Energizing the history classroom: Historical narrative inquiry and historical empathy. Social Studies Research and Practice, 3(3), 60-79.
Cowgill II, D.A. (2015). Primary sources in the social studies classroom: Historical inquiry with book backdrops. Social Studies Research and Practice, 10(1), 65-83.
Cuceanu, M.T. (2015). Learning by researching historical documents and relics. Prosiding 6th International Conference Edu World 2014”.
Dutt-Doner, K., Cook-Cottone, C., & Allen, S. (2007). Improving classroom Instruction: Understanding the developmental nature of analyzing primary sources. Research in Middle Level Education, 30(6), 1-20.
Fehn, B., & Koeppan, K.E. (1998). Intensive document based instruction in a social studies methods course and student teachers’ attitudes and practice in subsequent field experiences. Theory and Research in Social Education, 26(4), 461-484.
Glowka, D. (2014). The impact of gender on attaitment in learning English as a foreign language. Studies Journal in Second Language Learning and Technology, 4(4), 617-635.
Hartono, F.P., Nurul, U., Sumarno, & Rully, P.N.P (2019). The level of student engagement based on gender and grade on history subject of senior high school students in Jember Regency. International Journal of Scientific & Technology Research, 8(8), 1-16.
Hover, S.V., Hicks, D., & Dack, H. (2016). From source to evidence? Teachers’ use of historical sources in their classrooms. The Social studies, 107(6), 209 -217.
Jamil Ahmad. (2002). Pemupukan Budaya Penyelidikan di Kalangan Guru di Sekolah: Satu Penilaian. Tesis Ijazah Kedoktoran, Fakulti Pendidikan: Universiti Kebangsaan Malaysia.
Johansson, P. (2017). Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis. Educational Action Research, 25(1), 167-181.
Joinis Longkiad, Tan, C.K., & Sabariah Sharif. (2018). Kesan penggunaan blog forum sejarah terhadap penerimaan teknologi dan pencapaian pelajar sejarah di sebuah sekolah menengah di daerah Keningau. Jurnal Sultan Alauddin Sulaiman Shah (Special Issues), 183-200.
Kaviza, M, Fauziah Abdul Rahim, & Nurliyana Bukhari. (2018). Hubungan antara Kesediaan dalam Pembelajaran Berasaskan Sumber-sumber Sejarah dengan Motivasi Intrinsik. Jurnal Pendidikan Bitara UPSI, 11(1), 52-63.
Kaviza, M. (2019a). Tahap Persepsi Penerimaan Murid Terhadap Pelaksanaan Model Flipped Classroom Peer Instruction dalam Mata Pelajaran Sejarah. Attarbawiy: Malaysian Online Journal of Education, 3(2), 30-47.
Kaviza, M. (2019b). Tahap Kemahiran Pemikiran Sejarah Dalam Kalangan Murid Sekolah Menengah: Satu Kajian Awal. Prosiding ICECRS: Global Educational: Perspectives, Innovations, Issues and Challenges, 1-15.
Kaviza, M. (2019c). Motivasi Intrinsik dalam Kalangan Murid Tingkatan Empat yang Mengambil Mata Pelajaran Sejarah. International Journal of Education, Psychology and Counseling, 4(31), 215-224.
Ku Fatahiyah Ku Azizan, Farah Nur-Rashida Rosnan, Wazzainab Ismail & Hanis Najwa Shahruddin (2017). Persepsi Pelajar Tahhfiz terhadap tahap modul bahasa Arab di Selangor. Jurnal Sultan Alauddin Sulaiman Shah, 4(2), 127-131.
Learned, J.E. (2018). Doing history: A study of disciplinary literacy and readers labeled as struggling. Journal of Literacy Research, 50(2), 190-216.
Library of Congress. (2018). Using primary sources: Digital collection. Retrieved from https://www.loc.gov/collections/
Masyuniza Yunos. (2015). Hubungan sikap dan persepsi murid terhadap pembelajaran bahasa melayu dengan kemahiran abad ke-21. Jurnal Pendidikan Bahasa Melayu, 5(2), 22-30.
Mohd Ali Samsudin, Ahmad Nurulazam Md Zain, Sayedh Mahbooheh Jamali & Nader Ale Ibrahim. (2017). Physics achievement in STEM Project based Learning (PjBL): A gender study. Asia Pacific Journal of Educators and Education, 32, 21-28.
Mohd Johari Hassan (2017). Persepsi murid terhadap pembelajaran melalui filem dan penerapan kemahiran pemikiran sejarah. Kertas kerja yang dibentangkan di International Conference on Global Education V Global Education, Common Wealth and Cultural Diversity, 10-11 Aril 2017, Universiti Eksalaiti, Padang Indonesia.
Newmann, M. (2001). Primary Sources in perspective. Journal Educations and Students with Library of Congress Resources, 1-10.
Nieuwenhuyse, K.V., Roose, H., Wils, K., Depaepe, F., Verschaffel, L. (2017). Reasoning with and /or about sources? The use of primary sources in Flemish secondary school history education. Journal of Historical consciousness, historical cultures and history education, 4(2), 48-70.
Normieza Mohd Yusoff. (2019). Kajian persepsi pelajar terhadap buku modul nota dan latihan DBM 1013 Basic Algebra. Prosiding Green Technology & Engineering, 113-117.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Nur Farah Fasihah Komari, Komari Hussain, Dara Rugayyah Ramli, Mahzan Awang & Zariah Ibrahim. (2015). Prosiding 6th Pedagogy International Seminar 2015.
Nur Syazwani Abdul Talib, Mohd Mahzan Awang, Kamarulzaman Abdul Ghani & Nur Azuki Yusuff (2019). Penggunaan multimedia dalam mata pelajaran sejarah. INSANIAH: Online Journal of Language, Communication and Humanities, 2(2), 76-88.
Nurul Hafizah Maarof, Norfiza Apfandi, Nurul Suzaina Joli & Rorlinda Yusof (2020). ITRACK dalam PDP Sejarah: Tinjauan terhadap motivasi pelajar. International Journal of Education and Pedagogy, 2(1), 83-97.
Oppong, C.A. (2013). Gender differences in student’s performance in history of senior high school in Cape Coast. Journal of Arts and Humanities, 2(1), 34-39.
Pusat Perkembangan Kurikulum. (2018). Dokumen standard kurikulum dan pentaksiran tingkatan 4 dan 5. Putrajaya: Kementerian Pendidikan Malaysia.
Rantala, J., & Vanden Berg, M. (2015). Finnish high school and university students’ ability to handle multiple source documents in history. Journal of Historical Consciousness, Historical Cultures and History Education, 70-88.
Reisman, A. (2012a). Reading like a historian: A document based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112.
Reisman, A. (2012b). The “document-based lesson”: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.
Rossafri Mohamad & Wan Ahmad Jaafar Wan Yahya. (2007). Impak Bahan Multimedia ke atas mata pelajaran berbentuk naratif: Satu kajian terhadap mata pelajaran sejarah. Prosiding 1st International Malaysia Educational Technology Convention, 920-929.
Samuelsson, J., & Wendell, J. (2016). Historical thinking about sources in the context of a standards-based curriculum: A Swedish case. The Curriculum Journal, 27(4), 479-499.
Sandwell, R.M. (2008). Using primary documents in social studies and history. The Anthology of Social Studies: Issues and Strategies for Secondary Teacher, 2, 295-307.
Sharifah NorPuteh, Nooreiny Maarof & Elisabeth Tak. (2010). Students perception of the teaching of historical thinking skills. PERTANIKA: Journal Social Sciences and Humanities, 18(S), 87-95.
Subadrah Nair & Malar Muthiah. (2005). Penggunaan Model Konstruktivisme Lima Fasa Needham dalam Pembelajaran sejarah. Jurnal Pendidik dan Pendidikan, 20, 21-41.
Swans, K.O., Hofer, M., & Gallicchio, L. (2006). Historical scene investigating (HIS): Engaging students in case based investigations using web based historical documents. Social Studies research and Practice, 1(2), 250-261.
Woyshner, C. (2010). Inquiry teaching with primary source documents: An iterative approach. Social Studies Research and Practice, 5(3), 36-45.
Breakstone, J., McGrew, S., Smith, M., Ortega, T., & Wineburg, S. (2018). Why we need a new approach of teaching digital literacy. Kappan, 99(6), 27-32.
Carol, A.B., & Dotson, K. (2007). A case study using digital primary source document. Tech Trends, 51(3), 30-37. doi:10.1007/s11528-007-0039-3
Chang, O.S., Zamri Mohamad & Hamidah Yamat (2013). Faktor jantina, kaum, aliran kelas dan hubungannya dengan kecerdasan emosi murid dalam mempelajari Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu, 3(1), 12-23.
Colby, S.R. (2008). Energizing the history classroom: Historical narrative inquiry and historical empathy. Social Studies Research and Practice, 3(3), 60-79.
Cowgill II, D.A. (2015). Primary sources in the social studies classroom: Historical inquiry with book backdrops. Social Studies Research and Practice, 10(1), 65-83.
Cuceanu, M.T. (2015). Learning by researching historical documents and relics. Prosiding 6th International Conference Edu World 2014”.
Dutt-Doner, K., Cook-Cottone, C., & Allen, S. (2007). Improving classroom Instruction: Understanding the developmental nature of analyzing primary sources. Research in Middle Level Education, 30(6), 1-20.
Fehn, B., & Koeppan, K.E. (1998). Intensive document based instruction in a social studies methods course and student teachers’ attitudes and practice in subsequent field experiences. Theory and Research in Social Education, 26(4), 461-484.
Glowka, D. (2014). The impact of gender on attaitment in learning English as a foreign language. Studies Journal in Second Language Learning and Technology, 4(4), 617-635.
Hartono, F.P., Nurul, U., Sumarno, & Rully, P.N.P (2019). The level of student engagement based on gender and grade on history subject of senior high school students in Jember Regency. International Journal of Scientific & Technology Research, 8(8), 1-16.
Hover, S.V., Hicks, D., & Dack, H. (2016). From source to evidence? Teachers’ use of historical sources in their classrooms. The Social studies, 107(6), 209 -217.
Jamil Ahmad. (2002). Pemupukan Budaya Penyelidikan di Kalangan Guru di Sekolah: Satu Penilaian. Tesis Ijazah Kedoktoran, Fakulti Pendidikan: Universiti Kebangsaan Malaysia.
Johansson, P. (2017). Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis. Educational Action Research, 25(1), 167-181.
Joinis Longkiad, Tan, C.K., & Sabariah Sharif. (2018). Kesan penggunaan blog forum sejarah terhadap penerimaan teknologi dan pencapaian pelajar sejarah di sebuah sekolah menengah di daerah Keningau. Jurnal Sultan Alauddin Sulaiman Shah (Special Issues), 183-200.
Kaviza, M, Fauziah Abdul Rahim, & Nurliyana Bukhari. (2018). Hubungan antara Kesediaan dalam Pembelajaran Berasaskan Sumber-sumber Sejarah dengan Motivasi Intrinsik. Jurnal Pendidikan Bitara UPSI, 11(1), 52-63.
Kaviza, M. (2019a). Tahap Persepsi Penerimaan Murid Terhadap Pelaksanaan Model Flipped Classroom Peer Instruction dalam Mata Pelajaran Sejarah. Attarbawiy: Malaysian Online Journal of Education, 3(2), 30-47.
Kaviza, M. (2019b). Tahap Kemahiran Pemikiran Sejarah Dalam Kalangan Murid Sekolah Menengah: Satu Kajian Awal. Prosiding ICECRS: Global Educational: Perspectives, Innovations, Issues and Challenges, 1-15.
Kaviza, M. (2019c). Motivasi Intrinsik dalam Kalangan Murid Tingkatan Empat yang Mengambil Mata Pelajaran Sejarah. International Journal of Education, Psychology and Counseling, 4(31), 215-224.
Ku Fatahiyah Ku Azizan, Farah Nur-Rashida Rosnan, Wazzainab Ismail & Hanis Najwa Shahruddin (2017). Persepsi Pelajar Tahhfiz terhadap tahap modul bahasa Arab di Selangor. Jurnal Sultan Alauddin Sulaiman Shah, 4(2), 127-131.
Learned, J.E. (2018). Doing history: A study of disciplinary literacy and readers labeled as struggling. Journal of Literacy Research, 50(2), 190-216.
Library of Congress. (2018). Using primary sources: Digital collection. Retrieved from https://www.loc.gov/collections/
Masyuniza Yunos. (2015). Hubungan sikap dan persepsi murid terhadap pembelajaran bahasa melayu dengan kemahiran abad ke-21. Jurnal Pendidikan Bahasa Melayu, 5(2), 22-30.
Mohd Ali Samsudin, Ahmad Nurulazam Md Zain, Sayedh Mahbooheh Jamali & Nader Ale Ibrahim. (2017). Physics achievement in STEM Project based Learning (PjBL): A gender study. Asia Pacific Journal of Educators and Education, 32, 21-28.
Mohd Johari Hassan (2017). Persepsi murid terhadap pembelajaran melalui filem dan penerapan kemahiran pemikiran sejarah. Kertas kerja yang dibentangkan di International Conference on Global Education V Global Education, Common Wealth and Cultural Diversity, 10-11 Aril 2017, Universiti Eksalaiti, Padang Indonesia.
Newmann, M. (2001). Primary Sources in perspective. Journal Educations and Students with Library of Congress Resources, 1-10.
Nieuwenhuyse, K.V., Roose, H., Wils, K., Depaepe, F., Verschaffel, L. (2017). Reasoning with and /or about sources? The use of primary sources in Flemish secondary school history education. Journal of Historical consciousness, historical cultures and history education, 4(2), 48-70.
Normieza Mohd Yusoff. (2019). Kajian persepsi pelajar terhadap buku modul nota dan latihan DBM 1013 Basic Algebra. Prosiding Green Technology & Engineering, 113-117.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Nur Farah Fasihah Komari, Komari Hussain, Dara Rugayyah Ramli, Mahzan Awang & Zariah Ibrahim. (2015). Prosiding 6th Pedagogy International Seminar 2015.
Nur Syazwani Abdul Talib, Mohd Mahzan Awang, Kamarulzaman Abdul Ghani & Nur Azuki Yusuff (2019). Penggunaan multimedia dalam mata pelajaran sejarah. INSANIAH: Online Journal of Language, Communication and Humanities, 2(2), 76-88.
Nurul Hafizah Maarof, Norfiza Apfandi, Nurul Suzaina Joli & Rorlinda Yusof (2020). ITRACK dalam PDP Sejarah: Tinjauan terhadap motivasi pelajar. International Journal of Education and Pedagogy, 2(1), 83-97.
Oppong, C.A. (2013). Gender differences in student’s performance in history of senior high school in Cape Coast. Journal of Arts and Humanities, 2(1), 34-39.
Pusat Perkembangan Kurikulum. (2018). Dokumen standard kurikulum dan pentaksiran tingkatan 4 dan 5. Putrajaya: Kementerian Pendidikan Malaysia.
Rantala, J., & Vanden Berg, M. (2015). Finnish high school and university students’ ability to handle multiple source documents in history. Journal of Historical Consciousness, Historical Cultures and History Education, 70-88.
Reisman, A. (2012a). Reading like a historian: A document based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112.
Reisman, A. (2012b). The “document-based lesson”: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.
Rossafri Mohamad & Wan Ahmad Jaafar Wan Yahya. (2007). Impak Bahan Multimedia ke atas mata pelajaran berbentuk naratif: Satu kajian terhadap mata pelajaran sejarah. Prosiding 1st International Malaysia Educational Technology Convention, 920-929.
Samuelsson, J., & Wendell, J. (2016). Historical thinking about sources in the context of a standards-based curriculum: A Swedish case. The Curriculum Journal, 27(4), 479-499.
Sandwell, R.M. (2008). Using primary documents in social studies and history. The Anthology of Social Studies: Issues and Strategies for Secondary Teacher, 2, 295-307.
Sharifah NorPuteh, Nooreiny Maarof & Elisabeth Tak. (2010). Students perception of the teaching of historical thinking skills. PERTANIKA: Journal Social Sciences and Humanities, 18(S), 87-95.
Subadrah Nair & Malar Muthiah. (2005). Penggunaan Model Konstruktivisme Lima Fasa Needham dalam Pembelajaran sejarah. Jurnal Pendidik dan Pendidikan, 20, 21-41.
Swans, K.O., Hofer, M., & Gallicchio, L. (2006). Historical scene investigating (HIS): Engaging students in case based investigations using web based historical documents. Social Studies research and Practice, 1(2), 250-261.
Woyshner, C. (2010). Inquiry teaching with primary source documents: An iterative approach. Social Studies Research and Practice, 5(3), 36-45.
Published
2020-03-28
How to Cite
Kaviza, M. (2020) “Persepsi Penerimaan Murid Terhadap Aktiviti Pembelajaran Berasaskan Dokumen”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(3), pp. 79 - 86. doi: 10.47405/mjssh.v5i3.378.
Issue
Section
Articles
