Multiple Document Based Lessons dan Kekekalan Pengetahuan Sejarah
Abstract
Kajian eksperimen dengan reka bentuk faktorial 3 X 3 ini bertujuan mengkaji kesan pembelajaran sejarah melalui Multiple Document Based Lessons terhadap kekekalan pengetahuan sejarah dalam kalangan murid. Seramai 102 orang murid Tingkatan Satu melalui teknik persampelan berkelompok terlibat dalam kajian ini. Instrumen kajian ini merupakan ujian pencapaian pengetahuan sejarah yang telah dibina oleh pengkaji yang telah disahkan oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan yang baik. Data kuantitatif dalam kajian ini telah dianalisis secara statistic deskriptif dan statistic inferensi iaitu melalui ujian SPANOVA dengan menggunakan perisian IBM SPSS versi 24. Dapatan kajian ini telah menunjukkan bahawa pembelajaran sejarah melalui Multiple Document based Lessons adalah lebih berkesan berbanding dengan Document based Lessons dan kaedah pengajaran konvensional terhadap kekekalan pengetahuan sejarah dalam kalangan murid. Implikasi kajian ini telah menyediakan sumber maklumat kepada para guru sejarah bahawa pembelajaran sejarah melalui Multiple Document Based Lessons telah dibuktikan adalah lebih berpotensi dilaksanakan dalam pendidikan Sejarah selaras dengan inovasi dalam kaedah pengajaran sejarah sedia ada.
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