Kesan Pembelajaran Berasaskan Dokumen dengan Pendekatan Kepelbagaian Sumber Terhadap Pengetahuan Sejarah
Keywords:
pembelajaran berasaskan dokumen, pendekatan kepelbagaian sumber, pengetahuan sejarah
Abstract
Kajian eksperimen kuasi ini bertujuan untuk mengkaji kesan pembelajaran berasaskan dokumen dengan pendekatan kepelbagaian sumber terhadap pencapaian pengetahuan sejarah. Sampel kajian ini merupakan murid tingkatan satu dari tiga buah sekolah menengah harian yang telah ditentukan berdasarkan teknik persampelan berkelompok. Instrumen kajian ini merupakan ujian pencapaian pengetahuan sejarah yang telah disahkan oleh pakar penilai dan mempunyai nilai ketekalan yang baik. Data kajian ini telah dianalisis secara statistik deskriptif dan inferensi iaitu ujian ANOVA Satu Hala dengan menggunakan perisian IBM SPSS versi 24. Dapatan kajian ini telah melaporkan bahawa pembelajaran berasaskan dokumen dengan pendekatan kepelbagaian sumber adalah lebih berkesan terhadap pencapaian pengetahuan sejarah berbanding dengan pembelajaran berasaskan dokumen tanpa pendekatan kepelbagaian sumber dan pengajaran sedia ada. Implikasi kajian ini telah membuktikan bahawa pembelajaran berasaskan dokumen dengan pendekatan kepelbagaian sumber adalah lebih berpotensi dilaksanakan dalam pendidikan sejarah selaras dengan perkembangan teknologi maklumat dan komunikasi (TMK).
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References
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Fry, M.L., & Ensminger, D.C. (2008). Integration of digital primary sources, 441- 448.
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Kaviza, M. (2019). Kesan kaedah Document-based lesson terhadap penaakulan sejarah dalam kalangan murid berbeza tahap pemikiran kritis. Juku: Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(2), 1-9.
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Lee, J.K. (2002). Digital history in the history/social studies classrooms. The History Teacher, 35(4), 5-8.
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Malar Muthiah. (2015). Kesan Kaedah Stad Terhadap Kekekalan Pengetahuan Sejarah dan Kemahiran Sosial Murid Tingkatan Dua. Jurnal Kompilasi Kertas Penyelidikan Institut Pendidikan Guru Kampus Sultan Abdul Halim Tahun 2012 hingga 2014. Kedah: Institut Pendidikan Guru
Merkt, M., Werner, M., & Wagner, W. (2017). Historical thinking skills and mastery of multiple documents tasks. Learning and Individual Differences, 54, 135-146. doi:10.1016/j.indif.2017.01.021
Mink, L. (1987). Historical understanding. Ithaca: Cornell University Press.
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.
Moser, D. (2013). Effects of student engagement with the use of digital primary sources in a high school social studies classroom. Nokes, J.D. (2014). Elementary students’ roles and epistemic stances during document based history lessons. Theory & Research in Social Education, 42, 375-413. doi:10.1080/00933104.2014.937546
Nunnally, J.C. (1978). Psychometrie theory (2nd ed.). New York: McGraw Hill.
Nur Syazwani Abdul Talib, Kamarulzaman Abdul Ghani, & Nur Azuki Yusoff. (2016). Tahap pengetahuan dan sikap graduan IPT serta hubungannya dengan minat terhadap sejarah: Usaha awal memupuk semangat cinta negara. Jurnal Pemikir Pendidikan, 7, 57-72.
Oppong, C.A. (2012). Exploring pupils’ historical knowledge within junior high school Studies Course. Procedia Social and Behavioral Sciences, 55, 399-408. doi:10.1016/j.sbspra.2012.09.518
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th Ed). New York: McGraw Hill Education.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Piaget, J. (1970). Piaget’s Theory. In P. Mussen (Eds.), Carmichael’s manual of child psychology (pp.703-732). New York: Wiley.
Poulton, H. (1972). The historian’s handbook. Norman, Oklahoma: University of Oklahoma Press.
Pusat Perkembangan Kurikulum. (2003). Huraian sukatan pelajaran mata pelajaran sejarah tingkatan empat. Kuala Lumpur: Kementerian Pendidikan Malaysia
Pusat Perkembangan Kurikulum. (2013). Dokumen standard kurikulum dan pentaksiran sejarah tahun empat. Putrajaya: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2015). Dokumen standard kurikulum dan pentaksiran mata pelajaran sejarah tingkatan satu. Putrajaya: Kementerian Pendidikan Malaysia.
Putnam, L. (2016). The transnational and the text-searchable: Digitized sources and the shadows the cast. The American Historical Review, 121(2), 377-402. doi: 10.1093/ahr/121.2.377
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. doi:10.1080/00220272.2011.591436
Reisman, A. (2017). Integrating content and literacy in social studies: Assessing instructional materials and student work from a common core-aligned intervention. Theory & Research in Social Education, 1-38. Doi: 10.1080/00933104.2017.1292162
Richter, T., & Maier, J. (2017). Comprehension of multiple documents with conflicting information: A two-step model of validation. Educational Psychologist, 5(3), 148-166. doi:10.1080/00461520.2017.1322968
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Published
2021-01-06
How to Cite
Kaviza, M. (2021) “Kesan Pembelajaran Berasaskan Dokumen dengan Pendekatan Kepelbagaian Sumber Terhadap Pengetahuan Sejarah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), pp. 128 - 139. doi: 10.47405/mjssh.v6i1.642.
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