Penguasaan Konsep Teras Pemikiran Sejarah Melalui Teknik Peer Instruction dan Koleksi Sumber Sejarah

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

Abstract

Kajian secara eksperimen ini bertujuan untuk mengkaji sama ada terdapat peningkatan min penguasaan konsep teras pemikiran sejarah bagi murid yang mengikuti pengajaran dan pembelajaran sejarah melalui teknik Peer Instruction dan koleksi sumber sejarah. Seramai 25 orang murid Tingkatan Empat terlibat dalam kajian ini. Instrumen kajian ini merupakan ujian penguasaan yang telah disahkan oleh panel penilai dan mempunyai nilai kebolehpercayaan, indeks kesukaran dan indeks diskriminasi yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian-t sampel berpasangan dan ujian-t sampel tak bersandar. Dapatan kajian ini menunjukkan bahawa terdapat peningkatan min penguasaan konsep teras pemikiran sejarah dari segi konsep masa, konsep kepentingan, konsep sebab, konsep perubahan dan konsep perspektif yang signifikan antara ujian pra dan ujian pasca, di samping tidak terdapat perbezaan min penguasaan konsep teras pemikiran sejarah berdasarkan jantina. Implikasi kajian ini mencadangkan kepada pihak guru untuk melaksanakan kaedah pengajaran yang inovatif melalui teknik Peer Instruction dan koleksi sumber sejarah dan bagi membentuk proses pembelajaran yang bermakna.

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Published
2020-03-28
How to Cite
Kaviza, M. (2020) “Penguasaan Konsep Teras Pemikiran Sejarah Melalui Teknik Peer Instruction dan Koleksi Sumber Sejarah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(3), pp. 87 - 96. doi: https://doi.org/10.47405/mjssh.v5i3.414.
Section
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