Persepsi Murid Terhadap Kesediaan Penggunaan Bahan Bukti dengan Stail Belajar Berbeza
Keywords:
bahan bukti, stail belajar, kesediaan, persepsi
Abstract
Kajian tinjauan ini adalah bertujuan untuk mengenal pasti tahap kesediaan terhadap penggunaan bahan bukti berdasarkan stail belajar yang berbeza. Seramai 521 orang murid Tingkatan Empat melalui teknik persampelan rawak mudah terlibat dalam kajian ini. Soal selidik yang diadaptasi, disahkan pakar penilai dan mempunyai nilai kebolehpercayaan yang baik merupakan instrumen kajian ini. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian ANOVA Satu Hala dan MANOVA melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan tahap kesediaan terhadap penggunaan bahan bukti secara keseluruhannya dan dari aspek pengetahuan, kemahiran dan sikap berada pada tahap sederhana bagi keenam-enam jenis stail belajar walaupun stail bersendirian telah mempamerkan min yang lebih tinggi dalam kajian ini. Selain itu, dapatan kajian ini juga menunjukkan bahawa tidak terdapat perbezaan yang signifikan min kesediaan terhadap penggunaan bahan bukti dari aspek pengetahuan, kemahiran dan sikap berdasarkan stail belajar. Implikasi kajian ini telah mencadangkan bahawa kesediaan terhadap penggunaan bahan bukti merupakan suatu langkah bijak yang perlu diberi perhatian oleh guru dengan mengubahsuai penggunaannya selari dengan stail belajar murid.
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References
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Suh, Y. (2013). Past Looking: Using Arts as Historical Evidence in Teaching History. Social Studies Research and Practice, 8(1), 135-159.
Suppiah Nachiappan, Ramlah Jantan & Abdul Aziz Abdul Shukor (2008). Psikologi Pendidikan. Shah Alam: Oxford Fajar Bakti Sdn Bhd.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K., Conover, L.A., & Reynolds. (2003). Differentiating Instruction in Response to Student Readiness, Interest and Learning Profile in academically diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2/3), 119-145.
Brown, C.A., & Dotson, K. (2007). A Case Study Using Digital Primary Source Documents. TechTrends, 51(3), 30-37.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner belief. System, 23(2), 195-205.
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.
Dunn, R. (1984). Learning style: state of the science. Theory into Practice, 23(1), 10-19.
El-Gilany, A-H., & Abusaad, F.E.S. (2013). Self directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33(9), 1040-1044.
Fitzgerald, J.C. (2009). Textbooks and Primary Source Analysis. Social Studies Research and Practice, 4(8), 37-43.
Getman, J., & Culkin, K. (2017). Close Reading: Engaging and Empowering History Students through Document Analysis on e-Portfolio. International Journal of e-Portfolio, 7(1), 29-42.
Hazri Jamil. (2003). Teknik mengajar Sejarah. Pahang: PTS Publications & Distributors Sdn Bhd.
Hover, S.V., Hicks, D., & Dack, H. (2016). From Source to Evidence? Teachers’ Use of Historical Sources in Their Classrooms. The Social studies, 107(6), 209-217.
Jane, R.K. (2016). Investigating the interrelation between attitudes, learning readiness and learning styles under virtual learning environment: A study among Indian Students. Journal Behaviour & Information Technology, 35(11), 946-957.
Johansson, P. (2017). Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis. Educational Action Research, 25(1), 167-181.
Kearney, W.S & Garfield, T. (2019). Student readiness to learn and teacher effectiveness: Two factors in middle grade mathematics achievement. Research in Middle Level Education, 42(5), 1-12.
Keramati, A, Afshari-Mofrad, M., & Kamroni, A. (2011). The role of readiness factors in E-learning outcomes: An empirical study. Computers & Education, 57(3), 1919-1929.
Krejcie, V.R., & Morgan, W.D. (1970). Determining Sample Size for Research Activities. Educational and Psychologist Measurement. Duluth: University of Minnesota.
Landrum, T.J., & McDuffie, K.A. (2010). Learning styles in the age of differentiates instruction. Exceptionality, 18(1), 6-17.
Milman, N.B., & Bondie, R. (2012). An examination of teachers’ ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4), 391-4017.
Minder Kaur. (2017). To recognize, realize and differentiate the learning needs of students. Pertanika Journal Social Science & Humanities, 25(2), 503-510.
Mok, S.S. (2008). Psikologi Pendidikan untuk Pengajaran dan Pembelajaran. Selangor: Penerbitan Multimedia Sdn Bhd.
Nasyimah Ismail & Zamri Mahamod. (2016). Sikap dan kesediaan pelajar sekolah menengah terhadap kemahiran berfikir aras tinggi dalam pembelajaran komsas bahasa melayu. Jurnal Pendidikan Bahasa Melayu, 6(2), 59-67.
Nik Mohd Rahimi Nik Yusoff. (2004). Kemahiran mendengar Bahasa Arab: Satu Kajian di Sekolah Menengah Kerajaan Negeri. Tesis Kedoktoran Universiti Kebangsaan Malaysia, Bangi.
Norasyikin Osman & Mohd Isa Hamzah. (2017). Student readiness in learning Arabic language based on blended learning. International Journal of Applied Linguistics & English Literature, 6(5), 83-89.
Nunnally, J.C. (1978). Psychometrie Theory (2nd ed). New York: McGraw Hill.
Ozbek, E.A. (2015). A classification of student skills and competencies in open and distance learning. International Journal on New Trends in Education and Their Implications, 6(3), 174-185.
Pusat Perkembangan Kurikulum. (2003) Huraian Sukatan Pelajaran Mata Pelajaran Sejarah. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Reid, J. (1984). Perceptual Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87-111.
Ruben, G., April, P.S., & Corrie, A.S. (2013). Differentiated instructional strategies to accomidate students with varying needs and learning styles. The Urban Education Conference, 18-20.
Safavi, M., Shooshtari, S., Mahmoodi, M., & Yarmohammadian, M.H. (2010). Self directed learning readiness and learning style among nursing students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education, 10(1), 27-36.
Siti Hajar Halili, Hamidah Sulaiman, Shukri Sulaiman & Rafiza Razak. (2019). Exploring students learning style in using mobile flipped learning classroom. International and multidisciplinary Journal of Social Sciences, 8(2), 105-125.
Smith, P.J., Murphy, K.L & Mahoney, S.E. (2010). Towards indentifying factors underlying readiness for online learning: An exploratory study. Journal Distance Education, 24(1), 57-67.
Suh, Y. (2013). Past Looking: Using Arts as Historical Evidence in Teaching History. Social Studies Research and Practice, 8(1), 135-159.
Suppiah Nachiappan, Ramlah Jantan & Abdul Aziz Abdul Shukor (2008). Psikologi Pendidikan. Shah Alam: Oxford Fajar Bakti Sdn Bhd.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K., Conover, L.A., & Reynolds. (2003). Differentiating Instruction in Response to Student Readiness, Interest and Learning Profile in academically diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2/3), 119-145.
Published
2019-11-24
How to Cite
Kaviza, M. (2019) “Persepsi Murid Terhadap Kesediaan Penggunaan Bahan Bukti dengan Stail Belajar Berbeza”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), pp. 21 - 30. doi: 10.47405/mjssh.v4i7.304.
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