Kesan Kaedah Pembelajaran Berasaskan Sumber Sejarah Terhadap Identiti Mata Pelajaran Sejarah
(The Effect of Historical Resources based Learning Method on Identity of History Subjects)
DOI:
https://doi.org/10.53840/attarbawiy.v3i1.100Keywords:
Identiti mata pelajaran sejarah, kaedah pembelajaran berasaskan sumber sejarah, murid Tingkatan EmpatAbstract
This quasi experiment study aims to examine the impact of history resources based learning on the identity of the history subject among Form Four students. The aspects that are being studied are the differences in the history subject identity in terms of enjoyment of learning history subjects, self-esteem as a historians, the student's ability to serve as historians, the perception of the history of history as past event and the use of historical sources among students in historical resources based learning with students in conventional teaching methods. The sample of this study consisted of 136 students who were selected using cluster sampling technique involving two existing classes from two secondary schools in the northern peninsular of Malaysia. Studentsin historical resources based learning are classified as experimental groups and studentsin conventional teaching methods are classified as control groups. The questionnaires are used in this study was adapted. Descriptive and inferencestatistic such as independent sample t-tests was conducted in this study. Overall, the findings showed the historical resources based learning and conventional teaching methods can enhance the identity of historical subjects. However, there is a significant difference in mean score in the aspects of the enjoyment of learning history subjects, self-confidence as historians, the ability to serve as historians, the perception of the history of history as past event and the use of historical sources in the identities of historical subjects aspects for students in historical resources based learning with students in conventional teaching methods. The implication of this study found that guidance was made to the Curriculum Development Center to suggest historical resources based learning as one of the most effective methods of teaching and learning history at all school levels.
ABSTRAK
Kajian eksperimen kuasi ini bertujuan untuk mengkaji kesan kaedah pembelajaran berasaskan sumber sejarah terhadap identiti mata pelajaran sejarah dalam kalangan murid Tingkatan Empat. Aspek yang dikaji ialah perbezaan identiti mata pelajaran dari segi keseronokan belajar mata pelajaran sejarah, keyakinan kendiri sebagai seorang ahli sejarah, kemampuan murid berperanan sebagai ahli sejarah, persepsi ilmu sejarah sebagai suatu peristiwa yang telah lepas dan penggunaan sumber-sumber sejarah bagi murid yang menjalani pembelajaran berasaskan sumber sejarah dengan murid yang menjalani kaedah pengajaran konvensional. Sampel kajian ini terdiri daripada 136 orang murid yang dipilih dengan menggunakan teknik persampelan berkelompok yang melibatkan dua buah kelas sedia ada di dua buah sekolah menengah di utara semenanjung Malaysia. Murid yang menjalani kaedah pembelajaran berasaskan sumber sejarah diklasifikasikan sebagai kumpulan eksperimen dan murid yang menjalani kaedah pengajaran konvensional diklasifikasikan sebagai kumpulan kawalan. Soal selidik yang diadaptasi telah dijadikan sebagai instrumen kajian yang dianalisis secara deskriptif dan inferensi melalui ujian-t sampel tak bersandar. Secara keseluruhannya, dapatan kajian ini menunjukkan bahawa kaedah pembelajaran berasaskan sumber sejarah dan kaedah pengajaran konvensional dapat meningkatkan identiti mata pelajaran sejarah. Namun begitu, terdapat perbezaan min skor yang signifikan dalam aspek keseronokan belajar mata pelajaran sejarah, keyakinan kendiri sebagai ahli sejarah, kemampuan berperanan sebagai ahli sejarah, persepsi ilmu sejarah sebagai suatu peristiwa yang telah lepas dan penggunaan sumber-sumber sejarah dalam identiti mata pelajaran sejarah bagi murid yang menjalani kaedah pembelajaran berasaskan sumber sejarah dengan murid yang menjalani kaedah pengajaran konvensional. Implikasi kajian ini diharapkan dapat dijadikan panduan kepada pihak Pusat Perkembangan Kurikulum untuk mencadangkan kaedah pembelajaran berasaskan sumber sejarah sebagai salah satu kaedah pengajaran dan pembelajaran sejarah yang berpotensi dilaksanakan di semua peringkat sekolah
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