Penggunaan Sumber Dokumen dalam Mata Pelajaran Sejarah: Peningkatan Kemahiran Pemikiran Sejarah?
Keywords:
sumber dokumen, mata pelajaran sejarah, kemahiran pemikiran sejarah
Abstract
Kajian eksperimen ini bertujuan untuk mengkaji kesan penggunaan sumber dokumen terhadap peningkatan kemahiran pemikiran sejarah. Kajian ini melibatkan seramai 111 orang murid tingkatan empat. Instrumen kajian ini merupakan soal selidik kemahiran pemikiran sejarah yang diadaptasi yang telah disahkan oleh pakar penilai dan mempunyai nilai ketekalan yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian ANCOVA dan MANCOVA melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan bahawa terdapat perbezaan yang signifikan min skor ujian pasca bagi kemahiran pemikiran sejarah dan kelima-lima konstruknya iaitu memahami kronologi, meneroka bukti, membuat interpretasi, membuat imaginasi dan membuat rasionalisasi antara kumpulan eksperimen dan kumpulan kawalan dengan mengawal skor min ujian pra. Implikasi kajian ini telah mencadangkan kepada guru-guru sejarah untuk memainkan peranan penting dalam membuat penambahbaikan terhadap proses pengajaran dan pembelajaran daripada berpusatkan guru kepada berpusatkan murid dengan matlamat untuk mengubah status mata pelajaran sejarah sebagai mata pelajaran yang menarik.
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References
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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.
Spoehr, K.T., & Spoehr, L.W. (1994). Learning to think historically. Educational Psychologist, 29(2), 71-77.
Wineburg, S., & Martin, D. (2004). Reading and rewriting history. Teaching for Meaning, 62(1), 42-45.
Woyshner, C. (2010). Inquiry teaching with primary source documents: An iterative approach. Social Studies Research and Practice, 5(3), 36-45.
Barton, K.C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online, 7(2), 1-11.
Bickford III, J.H. (2010). Complicating students’ historical thinking through primary sources reinvention. Social Studies Research & Practices, 5(2), 47-60.
Claravall, E.B. (2017, Julai/Ogos). Thinking like a historian: Developing disciplinary literacy in history among middle school struggling readers. Literacy Today, 32-33.
Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: design and Analysis Issues for Field Settings. Chicago: Rand Mcnally.
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.
Cuban, L. (2016). Teaching history then and now: A story of stability and change in schools. Cambridge: Havard Education Press.
Culminas-Colis, M.V., & Reyes, W.M. (2016). Teaching historical thinking skills through “reading like a historian” method. The Normal Light, 10(1), 56-77.
Fitzgerald, J.C. (2009). Textbooks and primary source analysis. Social Studies Research and Practice, 4(8), 37-43.
Gleeson, A.M., D’Souza, L.A. (2016). Reframing a social studies methods course: Preparing elementary teacher candidates for the common core. The Social Studies, 107(5), 165-170.
Gruber, G. (2017). Teaching issues of contemporary history using historical sources and modern teaching methods. MATEC Web of Conferences, 121, 1-7.
Hammar-lund, K.G (2011). To know that or to know how? An attempt to integrate content and skills in history teaching. In K. Nordgren, P. Eliasson, & C. Ronnqvist (Eds.), The processes of history teaching: An international symposium held at Malmo University, Swedan (pp.132-140). Karlstad: Karlstad University Press.
Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking: A standardized measure for an aspect of student’s historical thinking. Learning and Individual Differences, 18, 264-276.
Havekes, H., Aardema, A., & Vries, J.D. (2010). Active historical thinking: Designing learning activities to stimulate domain-specific thinking. Teaching History, 139, 52-59.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Kobrin, D. (1996). Beyond the textbook: Teaching history using documents and primary sources. Portsmouth, New Hampshire: Heinemann.
Martin, D. (2012). Using core historical thinking concepts in an elementary history method course. The History Teacher, 45(4), 581-602.
Mohamad Rodzi Abdul Razak. (2009). Pembinaan negara bangsa Malaysia: Peranan pendidikan sejarah dan dasar pendidikan kebangsaan. JEBAT: Malaysian Journal of History, Polities & Strategy, 36, 90-106.
Mohd Samsudin & Shahizan Shaharuddin. (2012). Pendidikan dan pengajaran mata pelajaran sejarah di sekolah di Malaysia. JEBAT: Malaysian Journal of History, Polities & Strategy, 39(2), 116-141.
Newmann, M. (2001). Primary Sources in perspective. Journal Educations and Students with Library of Congress Resources, 1-10.
Nokes, J.D. (2014). Elementary students’ roles and epistemic stances during document based history lessons. Theory & Research in Social Education, 42, 375-413.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Nye, A., Hughes-Warrington, M., Roe, J., Russell, P., Deacon, D., & Kiem, P. (2011). Exploring historical thinking and agency with undergraduate history students. Studies in higher Education, 36(7), 763-780.
Omardin Haji Ashaari & Yunus Muhammad. (1996). Kaedah Pengajaran Sejarah. Kuala Lumpur: Utusan Publication and Distributor Sdn Bhd
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.
Paul, J., Cerdan, R., Rouet, J.F., & Stadtler, M. (2018). Exploring fourth grader’ sourcing skills. Journal for the Study of Education and Development, 41(3), 536-580.
Pusat Perkembangan Kurikulum. (2014). Elemen KBAT dalam sumber. Putrajaya: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2018). Dokumen standard kurikulum dan pentaksiran tingkatan 4 dan 5. 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.
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.
Spoehr, K.T., & Spoehr, L.W. (1994). Learning to think historically. Educational Psychologist, 29(2), 71-77.
Wineburg, S., & Martin, D. (2004). Reading and rewriting history. Teaching for Meaning, 62(1), 42-45.
Woyshner, C. (2010). Inquiry teaching with primary source documents: An iterative approach. Social Studies Research and Practice, 5(3), 36-45.
Published
2020-02-27
How to Cite
Kaviza, M. (2020) “Penggunaan Sumber Dokumen dalam Mata Pelajaran Sejarah: Peningkatan Kemahiran Pemikiran Sejarah?”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(2), pp. 116 - 123. doi: 10.47405/mjssh.v5i2.413.
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