Memahami Kronologi dalam Pembelajaran Sejarah Menggunakan Model Pemikiran Sejarah
Keywords:
model pemikiran sejarah, elemen memahami kronologi, sumber sejarah, kontekstualisasi, pengesahan bukti
Abstract
Kajian ini meneroka pembinaan Kemahiran Pemikiran Sejarah (KPS) untuk elemen memahami kronologi menggunakan model pemikiran sejarah. Model ini mengetengahkan proses kontekstualisasi dan pengesahan bukti. Dalam kajian ini, model pemikiran sejarah diintegrasikan dengan sumber sejarah dalam bentuk dokumen teks. Dua sumber sejarah berkaitan dengan tajuk perjuangan Mat Salleh menentang pendudukan British di Sabah pada abad ke-19 telah digunakan. Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk kajian kes kolektif. Empat belas orang pelajar dari dua buah sekolah menengah kebangsaan harian di Sabah, menjadi sampel kajian. Kaedah pengumpulan data kualitatif adalah melalui kaedah pemerhatian, temu bual kumpulan berfokus dan analisis dokumen. Didapati majoriti daripada 14 orang pelajar dapat membina elemen memahami kronologi. Elemen memahami kronologi dibina apabila para pelajar dapat menghubungkan persamaan perjuangan pemimpin tempatan di pelbagai tempat dan lokasi. Dapatan lain menunjukkan para pelajar boleh menyusun urutan masa, tarikh dan tahun peristiwa perjuangan Mat Salleh; serta mempelajari peristiwa sejarah tanpa hafalan tarikh dan tahun. Dapatan kajian menunjukkan model pemikiran sejarah dalam pembelajaran menggunakan sumber sejarah dapat membantu para pelajar membina KPS dengan elemen memahami kronologi.
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References
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Van Boxtel, C., & Van Drie, J. (2012). “That's in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30 (2), 113-145.
Wansink, B. G. J., Akkerman, S., & Wubbels, T. (2016). The certainty paradox of student history teachers: Balancing between historical facts and interpretation. Teaching and Teacher Education, 56, 94–105.
Wineburg, S. (2010). Thinking like a historian. Teaching with Primary Sources Quarterly, 3(1), 2-5.
Yin, R. L. (2014). Case study research: design and methods (5th edition). Sage.
Blow, F., Lee, P., and Shemilt, D. (2012). Time and chronology: Conjoined twins or distant cousins? Teaching History, 147, 26-34.
Braasch, J. L., Bråten, I., Strømsø, H. I., and Anmarkrud, Ø. (2014). Incremental theories of intelligence predict multiple document comprehension. Learning and Individual Differences, 31, 11–20.
Burton, E. P., Pellegrino, A., and Gallagher, M. (2015). Humanizing the disciplines: Historical thinking and students’ understanding of the nature of science. The Georgia Social Studies Journal, 5(1), 54-67.
Corbin, J., Strauss, A., & Strauss, A. L. (2014). Basics of Qualitative Research. Sage Publications.
Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.
De La Paz, S., Monte-Sano, C., Felton, M., Jackson, C., Piantedosi, K.W., & Croninger, R.A. (2016). ‘A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies’. Reading Research Quarterly, 0(0), 1–22.
Demers, S., Lefrançois, D., & Ethier, M. A. (2015). Understanding agency and developing historical thinking through labour history in elementary School: A local history learning experience. Historical Encounters, 2(1), 34-46.
Eva Budi Effila. (2018). Upaya meningkatkan motivasi belajar sejarah siswa XIII PA1 SMA Negeri 1 Pasir Penyu melalui penggunaan media film dokumenter. Jurnal Pendidikan Tambusai, 2(4), 606–618.
Hickman, K. D. (2014). What were they thinking? Primary sources and perspective taking in social studies instruction. Studies in teaching 2014, Research Digest, 37.
Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2014). Testing elementary and secondary school students’ ability to perform historical perspective taking: The constructing of valid and reliable measure instruments. European Journal of Psychology of Education, 29,653-672.
Izhab Ismail & Muhamad Zaid Ismail. (2018). Hubungan kemahiran pemikiran sejarah dengan amalan guru dalam proses pengajaran dan pembelajaran sejarah. Prosiding seminar kebangsaan majlis dekan pendidikan universiti awam 2018, November 7–8, 2018. Universiti Sultan Zainal Abidin, hlm. 303–320.
Kaviza, M. K. M., Rahim, F. A., & Bukhari, N. (2018). The relationship between readiness of learning based historical sources towards intrinsic motivation. Jurnal Pendidikan Bitara UPSI, 11(1), 52-63.
Kaviza, M. (2019). Analisis keperluan terhadap pembangunan modul aktiviti pengajaran dan pembelajaran sejarah berasaskan sumber-sumber sejarah. e-Bangi. Journal of Social Science and Humanities, 16 (6), 1-11.
Kementerian Pendidikan Malaysia. (2003). Sukatan pelajaran KBSM sejarah (semakan).Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kementerian Pendidikan Malaysia. (2015). Dokumen standard kurikulum dan pentaksiran mata pelajaran sejarah tingkatan satu. Putrajaya: Bahagian Pembangunan Kurikulum.
Kementerian Pendidikan Malaysia. (2018). Kurikulum standard sekolah menengah sejarah, dokumen standard kurikulum dan pentaksiran tingkatan 4 dan 5. Putrajaya: Bahagian Pembangunan Kurikulum.
Kucan, L., Cho, B. Y., & Han, H. (2017). Introducing the historical thinking practice of contextualizing to middle school students. The Social Studies, 108 (5), 210-218.
Levisohn, J. A. (2015). Historical thinking – and its alleged unnaturalness. Educational Philosophy and Theory, 1-13.
Lund, E. S., Bråten, I., Eva, W., Brante, E. W., & Strømsø, H. I. (2017). Memory for textual conflicts predicts sourcing when adolescents read multiple eExpository texts. Reading Psychology, 0, 1–21.
Merriam, S. B. (2015). Qualitative research: Designing, implementing, and publishing a study. In P. A. Hershey. Handbook of research on scholarly publishing and research methods (pp. 125-140). IGI Global.
Mertens, D.M. (2005). Research and evaluation in education and psychology. Sage Publications.
Muhamad Yazid Khalil. 2018. Tahap pengetahuan guru Sejarah sekolah rendah dalam kemahiran pemikiran sejarah. Paper presented at National Innovation and Invention Competition through Exhibition (I-Complex), 20–23 March, Politeknik Sultan Abdul Halim Muadzam Shah, Kedah.
Neumann, F. (2015). How does a historian read a scholarly text and how do students learn to do the same? In D. Ludvigsson & A. Booth (Eds.), Enriching history teaching and learning, challenges, possibilities, practice (pp. 51-66). Linköping University.
Nur Hawa Hanis Abdullah & Ghazali Darusalam. (2018). Kesediaan guru melaksanakan kemahiran kemahiran berfikir aras tinggi dalam pengajaran. Jurnal Kurikulum & Pengajaran Asia Pasifik, 6 (2), 22- 31.
Reisman, A. (2012). ‘Reading like a historian: A document-based history curriculum intervention in urban high schools’. Cognition and Instruction, 30(1), 86-112.
Reisman, A., & Fogo, B. (2014). Teaching disciplinary history in secondary history classes. In M. Hougen (Ed.), The Fundamentals of literacy assessment and instruction (pp. 6-12). Brookes Publishing Co.
Renuka Ramakrishnan & Siti Hawa Abdullah. (2012). Penggunaan sumber digital sejarah dalam kalangan guru Sejarah. Seminar Kebangsaan Majlis Dekan Pendidikan IPTA 2012, 7-9 Oktober 2012. Universiti Teknologi Malaysia
Sarmila Tamoh Deram & Abdul Razaq Ahmad. (2017). Pembangunan Modul 5E dalamn meningkatkan kemahiran pemikiran sejarah. Kertas kerja yang dibentangkan di 2nd International Conference in Education and Regional Development, 20-21 November 2017.Bandung, Indonesia.
Schuette, L. (2015). Researching the historical representations of ancient Egypt in trade books. Eastern Illinois University.
Seixas, P., and Peck, C. (2004). Teaching historical thinking. Challenges and Prospects for Canadian Social Studies, 109-117.
Talin, R. (2014). An investigation of the teaching and learning practice of History in secandary schools: A case study. International Conference on Education and Social Sciences Prosiding, 3-5 February 2014. Istanbul Turkey.
Talin, R. (2015). Historical thinking skills–The forgotten skills? International Journal of Learn and Teaching, 7(1), 15-23.
Twells, A. (2015). ‘More than gaining a mark’: Students as partners and co-producers in public history and community engagement. In D. Ludvigsson & A. Booth (Eds.), Enriching history teaching and learning, challenges, possibilities, practice (pp. 51-66). Linköping University.
Van Boxtel, C., & Van Drie, J. (2012). “That's in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30 (2), 113-145.
Wansink, B. G. J., Akkerman, S., & Wubbels, T. (2016). The certainty paradox of student history teachers: Balancing between historical facts and interpretation. Teaching and Teacher Education, 56, 94–105.
Wineburg, S. (2010). Thinking like a historian. Teaching with Primary Sources Quarterly, 3(1), 2-5.
Yin, R. L. (2014). Case study research: design and methods (5th edition). Sage.
Published
2021-01-06
How to Cite
Kisni Kisson, S. (2021) “Memahami Kronologi dalam Pembelajaran Sejarah Menggunakan Model Pemikiran Sejarah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(1), pp. 151 - 158. doi: 10.47405/mjssh.v6i1.643.
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