Persepsi Guru terhadap Penerapan Kemahiran Pemikiran Sejarah dalam Pengajaran dan Pembelajaran Berasaskan Sumber
Keywords:
kemahiran pemikiran sejarah, guru sejarah, pengajaran dan pembelajaran berasaskan sumber
Abstract
Kajian secara deskriptif ini bertujuan untuk mengenal pasti persepsi guru terhadap penerapan kemahiran pemikiran sejarah dan kelima-lima konstruk iaitu kemahiran memahami kronologi, kemahiran meneroka bukti, kemahiran membuat interpretasi, kemahiran membuat imaginasi dan kemahiran membuat rasionalisasi dalam pengajaran dan pembelajaran berasaskan sumber. Empat orang guru sejarah terlibat dalam kajian ini. Soal selidik merupakan instrumen kajian ini. Data kajian ini dianalisis secara deskriptif iaitu min dan sisihan piawai. Dapatan kajian ini menunjukkan bahawa tahap persepsi guru terhadap penerapan kemahiran pemikiran sejarah dalam pengajaran dan pembelajaran berasaskan sumber berada pada tahap tinggi. Tambahan pula, kelima-lima konstruk dalam kemahiran pemikiran sejarah juga berada pada tahap tinggi dalam kalangan guru dalam kajian ini. Kajian ini telah menyediakan sumber maklumat kepada para guru sejarah untuk menerapkan kemahiran pemikiran sejarah yang berkesan dalam proses pengajaran dan pembelajaran.
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References
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Rosy Talin. (2015). Historical thinking skills – The forgotten skills? International Journal of Learning and Teaching, 7(1), 15-23.
Rully, P.N.P & Abdul Razaq Ahmad. (2015). Gaya belajar dan kemahiran pemikiran sejarah dalam pembelajaran sejarah di peringkat universitas. Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran, 2(3), 253-263.
Salinas, C., Bellows, M. E., & Liaw, H. L. (2011). Pre-service social studies teachers’ historical thinking and digitized primary sources: What they use and why. Contemporary Issues in Technology and Teacher Education, 11(2), 184-204.
Shakila Che Dahalan & Nor Hashimah Hashim. (2016). The implementation of historical thinking skills among teacher trainees in teaching learning process. 5th International Conference on Language, Education and Innovation Proceeding, 211-218
Shakila Che Dahalan (2015). Kemahiran Pemikiran Sejarah melalui penggunaan teknologi maklumat dan komunikasi (TMK) oleh guru-guru pelatih. Tesis Sarjana Sastera (Pendidikan), Universiti Sains Malaysia.
Sharifah Nor Puteh, Nooreiny Maarof & Elisabeth Tak. (2010). Students’ Perception of the Teaching of Historical Thinking Skills. Pertanika Journal Social Science and Humanities, 18(S), 87-95.
Siti Hawa Abdullah. (2009). Takrif dan Ciri-ciri Pemikiran Sejarah. DP, 9(1), 98-106.
Siti Kisni Kisson & Christina Peter Ligadu. (2019). Elemen meneroka bukti dalam pembelajaran sejarah menggunakan sumber dokumen teks. Malaysia Journal of Social Sciences and Humanities, 4(8), 54-60.
Zahara Aziz & Nik Azleena Nik Ismail. (2007). Kajian Tinjauan Kesediaan Guru-guru Sejarah Menerapkan Kemahiran Pemikiran Sejarah kepada Para Pelajar. Jurnal Pendidikan, 32, 119-137.
Zastrow, J. (2017, September). The digital archivist: Archives and activism engaging students with primary sources. InfoToday, 23-27.
Abdul Razaq Ahmad. (2014). Determination of teaching aids and methods to inculcate thinking skills in history subjects. TAWARIKH: International Journal for Historical Studies, 6(1), 1-12.
Alves, D. (2014). Introduction: digital methods and tools for historical research. International Journal of Humanities and Arts Computing, 8(1), 1-12.
Baharuddin Jabar. (2006). Pelaksanaan Kemahiran Pemikiran Sejarah dalam Pengajaran Guru-guru Sejarah: Satu Kajian Kes di daerah Hilir Perak.
Baron, C. (2013). Using inquiry based instruction to encourage teachers’ historical thinking at historic sites. Teaching and Teacher Education, 35, 157-169.
Bickford II, J.H., & Bickford, M.S. (2015). Historical thinking, reading and writing about world’s newest nation, South Sudan. Social Studies Research and Practice, 10(2), 111- 123.
Buchanan, L.B. (2015). Fostering historical thinking toward civil rights movement counter-narratives: Documentary film in elementary students. Social Studies, 106, 47-56.
Chassanoff, A. (2013). Historians and the use of primary source materials in the digital age. The American Archivist, 76(2), 458-479.
Clark, J.S. (2014). Teaching historical agency: explicitly connecting past and present with graphic novels. Social Studies Research and Practice, 9(3), 66-80.
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.
Dutt-Doner, K., Cook-Cottone, C., & Allen, S. (2007). Improving classroom Instruction: Understanding the developmental nature of analyzing primary sources. Research in Middle Level Education, 30(6), 1-20.
Izhab Ismail & Mohamad Zaid Ismail. (2018). Hubungan Kemahiran Pemikiran Sejarah dengan Amalan Guru dalam Pengajaran dan Pembelajaran Sejarah. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam, 303-319.
Kaviza, M. (2019). Hubungan antara kompetensi guru sejarah dalam penggunaan sumber sejarah dan penerapan kemahiran pemikiran sejarah. e-Bangi: Journal of Social Science and Humanities, 16(1), 1-13.
Kaviza, M. (2020). Penggunaan sumber dokumen teks dalam subjek sejarah: satu sorotan kajian. Malaysian Journal of Social Sciences and Humanities, 5(10), 200-206.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Lee, B.N. (2012). Applying Technical-based Analyzation to historical thinking skills: History teachers review. IRACST – International Journal of Advanced Computing Engineering and Application, 1(3), 78-86.
Lee, M., & Coughlin, M. (2011). Developing teacher’s ability to make claims about historical significance: A promising practice from a teaching American history grant program. The History Teacher, 44(3), 447-461.
Lisa, Y. S. (2014). Kajian tinjauan kesediaan guru-guru sejarah menerapkan kemahiran pemikiran sejarah dalam kalangan murid-murid. Jurnal Penyelidikan Kent, 13, 37-49.
Mohd Mahzan Awang, Abdul Razaq Ahmad, Noria Munirah Yakub & Ahmad Ali Seman. (2016). Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia. Creative Education, 7, 62-76.
Muhammad Yazid Khalil (2018). Tahap Pengetahuan Guru Sejarah Sekolah Rendah Dalam Kemahiran Pemikiran Sejarah (KPS). Prosiding National Innovation and Invention Competition through Exhibition (iCompEx2018), 1-12.
Nokes, J.D. (2014). Elementary students’ roles and epistemic stances during document based history lessons. Theory & Research in Social Education, 42, 375-413.
Ozmen, C. (2015). Social studies teacher candidates’ view on historical thinking skills. Education Research and Reviews, 10(14), 2031-2042.
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.
Pusat Perkembangan Kurikulum. (2003). Huraian sukatan pelajaran mata pelajaran sejarah tingkatan empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2018). Dokumen standard kurikulum dan pentaksiran mata pelajaran sejarah tingkatan empat dan lima. 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.
Renuka Ramakrishnan, Norizan Esa & Siti Hawa Abdullah. (2014, Ogos). Kesan Penggunaan Sumber Sejarah Digital Terhadap Kemahiran Pemikiran Sejarah. Kertas kerja yang dibentangkan di 23rd International Conference of Historians of Asia 2014 (IAHA 2014), Kedah, Malaysia.
Rosy Talin. (2015). Historical thinking skills – The forgotten skills? International Journal of Learning and Teaching, 7(1), 15-23.
Rully, P.N.P & Abdul Razaq Ahmad. (2015). Gaya belajar dan kemahiran pemikiran sejarah dalam pembelajaran sejarah di peringkat universitas. Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran, 2(3), 253-263.
Salinas, C., Bellows, M. E., & Liaw, H. L. (2011). Pre-service social studies teachers’ historical thinking and digitized primary sources: What they use and why. Contemporary Issues in Technology and Teacher Education, 11(2), 184-204.
Shakila Che Dahalan & Nor Hashimah Hashim. (2016). The implementation of historical thinking skills among teacher trainees in teaching learning process. 5th International Conference on Language, Education and Innovation Proceeding, 211-218
Shakila Che Dahalan (2015). Kemahiran Pemikiran Sejarah melalui penggunaan teknologi maklumat dan komunikasi (TMK) oleh guru-guru pelatih. Tesis Sarjana Sastera (Pendidikan), Universiti Sains Malaysia.
Sharifah Nor Puteh, Nooreiny Maarof & Elisabeth Tak. (2010). Students’ Perception of the Teaching of Historical Thinking Skills. Pertanika Journal Social Science and Humanities, 18(S), 87-95.
Siti Hawa Abdullah. (2009). Takrif dan Ciri-ciri Pemikiran Sejarah. DP, 9(1), 98-106.
Siti Kisni Kisson & Christina Peter Ligadu. (2019). Elemen meneroka bukti dalam pembelajaran sejarah menggunakan sumber dokumen teks. Malaysia Journal of Social Sciences and Humanities, 4(8), 54-60.
Zahara Aziz & Nik Azleena Nik Ismail. (2007). Kajian Tinjauan Kesediaan Guru-guru Sejarah Menerapkan Kemahiran Pemikiran Sejarah kepada Para Pelajar. Jurnal Pendidikan, 32, 119-137.
Zastrow, J. (2017, September). The digital archivist: Archives and activism engaging students with primary sources. InfoToday, 23-27.
Published
2020-12-10
How to Cite
Kaviza, M. (2020) “Persepsi Guru terhadap Penerapan Kemahiran Pemikiran Sejarah dalam Pengajaran dan Pembelajaran Berasaskan Sumber”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(12), pp. 413 - 422. doi: 10.47405/mjssh.v5i12.653.
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