Penguasaan Konsep Teras Pemikiran Sejarah Melalui Teknik Peer Instruction dan Koleksi Sumber Sejarah
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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References
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Conway, R. (2006). What they think they know: The impact of pupil preconceptions on their understanding of historical significance. Teaching History, 125, 10-15.
Coppersmith, S.A & Song, K.H. (2017). Integrating primary sources, artifacts and museum visit in to the primary years programme inquiry curriculum in an international Baccalaureate elementary setting. Journal of Social Studies education Research, 8(3), 24-49.
Diekema, A.R., Leary, H., Hadelie, S & Walters, C.D. (2011). Teaching use of digital primary sources for k-12 settings. D-Lib magazine 17(3-4), 1-11.
Faikotun, N & Ellianawati (2019). Integration of peer instruction in the guided inquiry model: practicing science literacy through scratch. Journal Penelitian & Pengembangan Pendidikan Fisika, 5(2), 177-182.
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Gardner, G.E., Dutta, S. Mulcahy, K, Tabakova, V, Majewski, D, Reid J.W & Jia. (2018). A comparative analysis of the use of students response devices (clicker) in university learning environments at a large southeastern university. Journal for STEM Education Research, 1-18.
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Hestiningtyae, Y.P, Muhammad, N.H & Matlida, A & Nur, J.A. (2019). The impact of guided inquiry model integrated with peer instruction towards science process skills and physics learning achievement. Momentum: Physic Education Journal, 3(2), 78-85.
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Martin, D. (2012). Using core historical thinking concepts in an elementary history methods course. The History Teacher, 45(4), 581-602.
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Moats, S. (2012). Teaching with primary sources: A library of congress program. Perspective on history, May, 2012.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015-1038.
Pusat Perkembangan Kurikulum. (2003). Huraian sukatan pelajaran tingkatan empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Rocha, M.J.A.D & Souza, I.C. (2019). Use of clinical cases to teach endocrine physiology by menas of peer instruction and via socrative app. Revista Cubana de investigation Biomedicas, 38(5), 1-2.
Safaa, M.A.H. (2017). The effects of peer instruction method on pre-service teachers’ conceptual comprehension of methodology course. Journal of Education and Learning, 6(3), 70-82.
Sandahl, J. (2015). Preparing for citizenship: The value of second order thinking concepts in social science education. Journal of social sciences education, 14(1), 9-30.
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (p. 765–783). Blackwell Publishing.
Seixas, P. (2015). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605.
Seixas, P. (2017). Historical consciousness and historical thinking. Palgrave handbook of Research in Historical Culture abd Education, 59-72.
Stoel, G.L., Van Drie, J.P., & Van Boxtel, C.A.M. (2015). Teaching towards historical expertise: Developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49-76.
Tally, B., & Goldenberg, L.B. (2005). Fostering Historical Thinking with Digitized Primary Resources. Journal of Research on Technology in Education, 38(1), 1-21
Turner, T.N, Broemmel, A.D, & Wooten, D.A. (2004). History through many eyes: Ten strategies for building understanding of time concepts with historical picture books. Childhood Education, 81(1), 20-24.
Waring, S.M & Torrez, C. (2012). Using digital primary sources to teach historical perspective to pre-service teacher. Contemporary Issues in technology and Teacher Education, 10(3), 294-308.
Whitehouse, J.A. (2018). Historical thinking: A framework for learning and teaching history. Educational Practice and Theory, 37(2), 51-58.
Young, S. (2012). Understanding history through the visual images in historical fiction. Language Art, 89(6), 379-395.
Ashby, R. (2011). Understanding historical evidence, teaching and learning challenges: Debates in history teaching. New York: Routledge.
Bickford, J.H. (2013). Initiating historical thinking in elementary schools. Faculty Research and Creative Activity, 30.
Barton, K.C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online, 7(2), 1-11.
Brown, M & Demonbrum, R.M. (2019). Who get helped? The opportunity structure of the college physics classroom, peer instruction and perceptions of help-seeking. Journal of College Science Teaching, 49(2), 36-44.
Budini, N. Marino, Carreri, R, Camero, C & Giorgi, S. (2019). Perceptions of students after implementing peer instruction in an introductory physics course. Smart Learning Environment, 6(20), 1-8.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (5th ed). London: Routledge Falmer.
Conway, R. (2006). What they think they know: The impact of pupil preconceptions on their understanding of historical significance. Teaching History, 125, 10-15.
Coppersmith, S.A & Song, K.H. (2017). Integrating primary sources, artifacts and museum visit in to the primary years programme inquiry curriculum in an international Baccalaureate elementary setting. Journal of Social Studies education Research, 8(3), 24-49.
Diekema, A.R., Leary, H., Hadelie, S & Walters, C.D. (2011). Teaching use of digital primary sources for k-12 settings. D-Lib magazine 17(3-4), 1-11.
Faikotun, N & Ellianawati (2019). Integration of peer instruction in the guided inquiry model: practicing science literacy through scratch. Journal Penelitian & Pengembangan Pendidikan Fisika, 5(2), 177-182.
Fertig, G. (2008). Using biography to help young learners understand the causes of historical change and continuity. The Social Studies, 99(4), 147–154.
Fielding, A. (2015). Transforming year 11’s conceptual understanding of change. Teaching History, 158, 28- 37.
Fordham, M. (2014). ‘But why then?’ Chronological context and historical interpretations. Teaching History, 156, 32- 40.
Freidman, A. (2005). Using digital primary sources to teach world history and world geography: Practice, promise and provisos. Journal of the association for History and Computing, 8(1).
Gardner, G.E., Dutta, S. Mulcahy, K, Tabakova, V, Majewski, D, Reid J.W & Jia. (2018). A comparative analysis of the use of students response devices (clicker) in university learning environments at a large southeastern university. Journal for STEM Education Research, 1-18.
Gok, T. (2012). The effects of peer instruction on students conceptual learning and motivation. Asia pacific Forum on Science Learning and Teaching, 13(1), 1-17.
Gok, T. (2014a). an investigation of students performances after peer instruction with stepwise problem solving strategies. International Journal of Science and mathematics education, 1-22.
Gok, T. (2014b). Peer instruction in the physics classroom: effects on gender difference performance, conceptual learning and problem solving. Journal of Baltics Science Education, 13(6), 776-788.
Groot-Reuvekamp, M.D., Ros, A & Van Boxtel, C. (2017). Improving elementary school students understanding of historical time: effects of teaching with “timewise”. Theory & Research in Social Education, 46(1), 35-67.
Hazri Jamil. (2003). Teknik mengajar sejarah. Pahang: PTS Publications & Distributors.
Harris, F. (2002). There was a Great Collinsion in the stock market: middle school students, online primary sources and historical sense making. School Library Media Research, 5, 422-447.
Hestiningtyae, Y.P, Muhammad, N.H & Matlida, A & Nur, J.A. (2019). The impact of guided inquiry model integrated with peer instruction towards science process skills and physics learning achievement. Momentum: Physic Education Journal, 3(2), 78-85.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Marcus, A.S., Levine, T.H., & Grenier, R.S. (2012). How secondary history teacher use and think about museums: current practices and untapped promise for promoting historical understanding. Theory & Research in Social Education, 40(1), 66-97.
Martin, D. (2012). Using core historical thinking concepts in an elementary history methods course. The History Teacher, 45(4), 581-602.
Mazur, E. (1997). Peer instruction: a user’s manual. New Jersey: Prentice Hall
Miller, K., Lasry, N., Lukoff, B., Schell, J & Mazur, E. (2014). Conceptual question response times in Peer Instruction classroom. Physical Review Special Topic – Physics Education Research, 10, 1-6.
Moats, S. (2012). Teaching with primary sources: A library of congress program. Perspective on history, May, 2012.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015-1038.
Pusat Perkembangan Kurikulum. (2003). Huraian sukatan pelajaran tingkatan empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Rocha, M.J.A.D & Souza, I.C. (2019). Use of clinical cases to teach endocrine physiology by menas of peer instruction and via socrative app. Revista Cubana de investigation Biomedicas, 38(5), 1-2.
Safaa, M.A.H. (2017). The effects of peer instruction method on pre-service teachers’ conceptual comprehension of methodology course. Journal of Education and Learning, 6(3), 70-82.
Sandahl, J. (2015). Preparing for citizenship: The value of second order thinking concepts in social science education. Journal of social sciences education, 14(1), 9-30.
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (p. 765–783). Blackwell Publishing.
Seixas, P. (2015). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605.
Seixas, P. (2017). Historical consciousness and historical thinking. Palgrave handbook of Research in Historical Culture abd Education, 59-72.
Stoel, G.L., Van Drie, J.P., & Van Boxtel, C.A.M. (2015). Teaching towards historical expertise: Developing a pedagogy for fostering causal reasoning in history. Journal of Curriculum Studies, 47(1), 49-76.
Tally, B., & Goldenberg, L.B. (2005). Fostering Historical Thinking with Digitized Primary Resources. Journal of Research on Technology in Education, 38(1), 1-21
Turner, T.N, Broemmel, A.D, & Wooten, D.A. (2004). History through many eyes: Ten strategies for building understanding of time concepts with historical picture books. Childhood Education, 81(1), 20-24.
Waring, S.M & Torrez, C. (2012). Using digital primary sources to teach historical perspective to pre-service teacher. Contemporary Issues in technology and Teacher Education, 10(3), 294-308.
Whitehouse, J.A. (2018). Historical thinking: A framework for learning and teaching history. Educational Practice and Theory, 37(2), 51-58.
Young, S. (2012). Understanding history through the visual images in historical fiction. Language Art, 89(6), 379-395.
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: 10.47405/mjssh.v5i3.414.
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