Profil pencapaian mata pelajaran sejarah terhadap proses belajar melalui biggs revised two factor study process questionnaire
History students achievement profile through study process using biggs revised two factor study process questionnaire
DOI:
https://doi.org/10.53840/attarbawiy.v6i2.145Keywords:
Proses belajar, pencapaian mata pelajaran sejarah, Biggs Revised Two Factor Study Process Questionnaire (R-SPQ-2F), mata pelajaran sejarahAbstract
Kajian berbentuk tinjauan ini bertujuan untuk mengenal pasti tahap proses belajar bagi murid berpencapaian rendah dan murid berpencapaian tinggi, di samping menentukan sama ada terdapat perbezaan min proses belajar dan hubungan antara proses belajar dan pencapaian sejarah berdasarkan murid berbeza tahap pencapaian. Seramai 150 orang murid terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik Revised Two Factor Study Process Questionnaire (R-SPQ-2F) dan ujian pencapaian sejarah yang telah disahkan kesahannya serta mempunyai nilai kebolehpercayaan yang baik. Data kajian ini telah dianalisis secara statistik deskriptif dan inferensi iaitu ujian-t sampel tak bersandar dan ujian korelasi Pearson melalui perisian IBMSPSS. Dapatan kajian ini menunjukkan bahawa tahap proses belajar permukaan dan dalaman berada pada tahap sederhana tinggi. Selain itu, dapatan kajian ini juga menunjukkan bahawa tidak terdapat perbezaan yang signifikan bagi min proses belajar permukaan dan dalaman berdasarkan murid berbeza tahap pencapaian. Tambahan pula, dapatan kajian ini juga melaporkan bahawa terdapat hubungan linear positif bagi proses belajar permukaan secara tinggi dan proses belajar dalaman secara sederhana terhadap pencapaian sejarah. Sungguhpun begitu, terdapat hubungan linear positif bagi proses belajar permukaan dan dalaman secara sederhana bagi murid berpencapaian rendah dan proses belajar dalaman secara tinggi bagi murid berpencapaian tinggi. Implikasi kajian ini telah memaparkan maklumat bahawa proses belajar dan pencapaian perlu diberi perhatian oleh guru-guru sejarah disebabkan kedua-dua elemen tersebut adalah saling berkait dan mempengaruhi keberkesanan proses pembelajaran sejarah.
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