Gender dan Penggunaan Sumber-Sumber Sejarah

  • M. Kaviza Pusat Pengajian Pendidikan dan Bahasa Moden, Universiti Utara Malaysia (UUM)
Keywords: sumber-sumber sejarah, gender, pengetahuan, kemahiran, sikap, mata pelajaran sejarah

Abstract

Kajian ini bertujuan untuk mengenal pasti tahap pengetahuan, kemahiran dan sikap terhadap penggunaan sumber–sumber sejarah berdasarkan gender. Kajian ini berbentuk tinjauan dengan menggunakan soal selidik yang telah disahkan oleh pakar penilai dan mempunyai nilai kebolehpercayaan yang baik. Teknik persampelan rawak mudah telah digunakan dalam kajian ini. Data kajian ini telah dianalisis secara deskriptif dan inferensi iaitu ujian-t sampel tak bersandar dan ujian MANOVA. Hasil dapatan kajian ini menunjukkan bahawa pengetahuan, kemahiran dan sikap terhadap penggunaan sumber-sumber sejarah berada pada tahap sederhana, di samping murid perempuan melaporkan min pengetahuan, kemahiran dan sikap terhadap penggunaan sumber-sumber sejarah yang lebih tinggi berbanding dengan murid lelaki. Selain itu, gender didapati tidak mempengaruhi pengetahuan, kemahiran dan sikap terhadap penggunaan sumber-sumber sejarah secara signifikan dalam kajian ini. Implikasi kajian ini dapat membantu guru-guru sejarah untuk merancang aktiviti pengajaran dan pembelajaran sejarah yang lebih menarik dengan menggunakan sumber-sumber sejarah di dalam kelas.

Statistics
Abstract views: 210 , PDF downloads: 213

Downloads

Download data is not yet available.

References

Abdul, G.A., & Mariyam, S.A. (2017). Gender differences and its impact on students performance: A socio-linguistic analysis. Global Journal of Management, Social Sciences and Humanities, 3(2), 352-372.

Apaolaza-Lioerente, D., & Arguero, B.E. (2019). Doing History:  History sources abd active methodologies to foster historical thinking in secondary school. ENSAYOS, Revista de la Faculated de Education de Albacete, 34(1), 29-40.

Atan Long. Psikologi Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Ayesha, N., Raneem, O.S, Nasser, A.H & Nada, A. (2013). Gender differences in learning style and academic performances of medical students in Saudi Arabia. Medical Teacher, 35, 78-82.

Barton, K.C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online, 7(2), 1-11.

Barton, K.C., & Levistik, L.S. (2003). Why don’t more history teachers engage students in interpretation? Social Education, 67(6), 358-358.

Brown, C.A., & Dotson, K. (2007). A Case Study Using Digital Primary Source Documents. TechTrends, 51(3), 30-37.

Cameron, C., Meter, P.V., & Long, V.A. (2016). The Effects of Instruction on students’ Generation of Self-Questions When Reading Multiple Documents. The Journal of Experimental Education, 1-18.

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.

Cowgill II, D.A., & Waring, S.M. (2017). Historical Thinking: An Evaluation of Student and Teacher Ability to Analyze Sources. Journal of Social Studies Education Research. 8(1), 115-145.

Crombie, G., Pyke, S.W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students’ perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education, 74(1), 51-76.

Cutrara, S. (2019). Tge subjectivity of archives: Learning from, with and resisting archives and archival sources in the teaching and learning history. Historical Encounters: A Journal of Historical Consciousness, historical cultures and history education, 6(1), 117-132.

Dutt-Doner, K.M. (2015). Increasing Pre-service Teachers’ Capacity to Utilize and Implement Primary Source Instruction in the Elementary Classroom. National Teacher Education Journal, 8(1), 13-24.

Fitzgerald, J.C. (2009). Textbooks and Primary Source Analysis. Social Studies Research and Practice, 4(8), 37-43.

Fogo, B., Reisman, A & Breakstone, J. (2019). Teacher adaptation of document-based history curricula: results of the Reading Like a Historian curriculum-use survey. Journal of Curriculum Studies, 1-22.

Getman-Eraso, J., & Culkin, K. (2017). Close Reading: Engaging and Empowering History Students through Document Analysis on e-Portfolio. International Journal of e-Portfolio, 7(1), 29-42.

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.

Hanita Mohd Yusoff & Norzaini Azman (2018). Pencapaian akademik murid lelaki dan perempuan: Peranan sokongan pembelajaran dan keterlibatan murid. Malaysian Journal of Learning and Instruction, 15(2), 257-287.

Hanita Mohd Yusoff & Nurzaini Azman (2020). Perbezaan gender dalam pencapaian murid: Kaitannya dengan keterlibatan murid dan sokongan pembelajaran. Southest Asia Psychology Journal, 10, 96-110.

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.

Haslina Hassan, Ramlah Mailok, & Mashitah Hashim. (2019). Gender and game genre differences in playing online games. Journal of ICT in Education, 6, 1-15.

Hazri Jamil. (2003). Teknik mengajar Sejarah. Pahang: PTS Publications & Distributors Sdn Bhd.

Hill, E.W., & Fitzpatrick, C. (2019). Impact of primary sources activities on student understanding, engagement and interest. Proceedings of Studies in teaching 2019 Research Digest: Action Research Projects, Winston-Salem, 27 Jun 2019.

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.

Jackman, W.M & Morrain-Webb, J. (2019). Exploring gender differences in achievement through student voice: critical insight and analyses. Cogent, Education, 6, 1-13.

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.

Kilia, D & Saglam, N. (2010). Investigating the effects of gender and school type on students learning orientation. Procedia Social and Behaviorial Science, 12, 3378-3382.

Langan, E. (2015). Using Multiple-Perspective Primary Sources to Enhance Pre-service Teachers’ Understandings. Teacher Education and Practice, 28(4), 617-626.

Lawrenz, F. (1987). Gender effects for student perception of the classroom psychosocial environment. Journal of Research in Science Teaching, 24(8), 689-697.

Maznah Ismail & Yoong, S. (1995). Kajian terhadap pendekatan pembelajaran pelajar. Jurnal Pendidik dan Pendidikan, 14, 11-18,

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 Zuri Ghani, Nik Rusila Nik Yaacob, Azman Che Ahmad, Rahimi Che Aman & Zainuddin Mat Isa. (2010). Perbezaan personality kestabilan emosi dalam kalangan pelajar pintar ceerdas akademik (PCA) Berdasarkan jantina dan jenis sekolah. Asia Pacific Journal of Educator and Education, 25, 153-167.

Nik Mohd Rahimi Nik Yusoff. (2004). Kemahiran mendengar Bahasa Arab: Satu Kajian di Sekolah Menengah Kerajaan Negeri. Tesis Kedoktoran Universiti Kebangsaan Malaysia, Bangi.

Nokes, J.D. (2014). Elementary students’ Roles and Epsitemic Stances during Document Based History Lessons. Theory & Research in Social Education, 42, 375-413.

Nokes, J.D., Dole, J.A., & Hacker, D.J. (2007). Teaching High School Students to Use Heuristics While Reading Historical Texts. Journal of Educational Psychology, 4(9), 1-13.

Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.

Olubelu, A., & Abebanjo, A. (2019). Learning styles and gender effects on secondary scholls students learning outcomes in Ijebu-Ode Community, Ogun State, Negeria. KIU Journal Humanities, 4(4), 155-169.

Padilha, M.I., Bellaguardo, M.L.D.R., Nelson, S., Maia, A.R.C., & Costa, R. (2017). The use of sources in historical research. Reflection, 1-10.

Patterson, N.C., Lucas, A.G., & Kithinji, M. (2012). Higher Order Thinking in Social Studies: An analysis of Primary Source Document Use. Social studies Research and Practice, 7(2), 68-85.

Poh, B.T & Mellissa, N.L.Y. A (2008). Kesan faktor jantina, etnik dan gaya kognitif ke atas pencapaian pengajian am. Jurnal Pendidik dan Pendidikan, 23, 123-140.

Pusat Perkembangan Kurikulum. (2015) Dokumen Standard Kurikulum dan Pentaksiran Mata Pelajaran Sejarah Tingkatan Satu. Putrajaya: Kementerian Pendidikan Malaysia.

Reisman, A. (2012). The “Document-Based Lesson”: Bringing Disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.

Reisman, A., & Fogo, B. (2016). Contributions of Educative document based curricular materials to quality of historical instruction. Teaching and Teacher Education, 59, 191-202.

Scheiner–Fisher, C. (2014). Using SOURCES to allow digital natives to explore the Lewis and Clark Expedition. Middle School Journal, 45(4), 3-12.

Severiens, S., & Dam, G.T. (1998). Gender and learning: Comparing two theories. Higher Education, 35(8), 329-350.

Suh, Y. (2013). Past Looking: Using Arts as Historical Evidence in Teaching History. Social Studies Research and Practice, 8(1), 135-159.

Suntharalingam. (1985). Pengenalan Kepada Sejarah. Kuala Lumpur: Marican & Sons (M). Sdn Bhd

Tally, B., & Goldenberg, L.B. (2005). Fostering Historical Thinking with Digitized Primary Resources. Journal of Research on Technology in Education, 38(1), 1-21

Tamby Subahan Mohd Meerah. (1999). Dampak penyelidikan pembelajaran sains terhadap peradaban kurikulum. Bangi: Universiti Kebangsaan Malaysia.

Tang, L.F., Zarinah, A., & Rumaya, J. (2020). Sex differences in intellectual ability among preschool children in Putrajaya. International Journal of Education, Psychology and Counseling, 5(34), 40-57.

Thomas, T & Allen, A. (2006). Gender differences in students perceptions of Information Technology as a career. Journal of Information Technology Education, 5, 1-15.

VanSledright, B.A., & Kelly, C. (1998). Reading American History: The Influence of Multiple Sources on Six Fifth Graders. The Elementary School Journal, 98(3), 239-265.

Wehrwein, E.A, Lujan, H.L & Dicarlo, S.E. (2007). Gender differences in learning style perferences among undergraduate physiology students. American Physiological Society, 31, 153-157.

Zamri Mahamod, & Noor Syazwani Rani (2013). Tahap kemahiran generik pelajar dalam pembelajaran kesusasteraan melayu. Jurnal Teknologi, 64(1), 17-23.

Zell, M.I. (1979). Fifteenth and sixteenth century wills as historical sources. Archives, 11(62), 67.

Zurida Haji Ismail, Mohd Ali Samsudin & Ahmad Nurulazam Mohd Zain. (2005). Kesan pengajaran konstektual ke atas pencapaian pelajar dalam fizik. Jurnal Pendidik dan Pendidikan, 20, 43-52.

Wahyu, D.S. (2019). Learning activities from learning resources: Pemartabatan dan pemaknaan situs sejarah kawasan alun-alun merdeka Kota Malang. Jurnal Pendidikan Sejarah Indonesia, 2(1), 49-63.
Published
2020-02-27
How to Cite
Kaviza, M. (2020) “Gender dan Penggunaan Sumber-Sumber Sejarah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(2), pp. 107 - 115. doi: https://doi.org/10.47405/mjssh.v5i2.379.
Section
Articles

Most read articles by the same author(s)

1 2 3 4 > >>