Kesan Penggunaan Sumber-Sumber Dokumen Teks Sejarah Terhadap Kefahaman Konsep Substantif Sejarah
Keywords:
kefahaman konsep substantif sejarah, pembelajaran sejarah, sumber-sumber dokumen teks sejarah
Abstract
Kajian ini bertujuan mengkaji kesan penggunaan sumber-sumber dokumen teks sejarah terhadap kefahaman konsep substantif sejarah dalam kalangan murid Tingkatan Empat. Dalam kajian ini, sebuah modul pengajaran telah dibangunkan sebagai intervensi penggunaan sumber-sumber dokumen teks sejarah. Reka bentuk Pra-eksperimen iaitu Ujian Pra-Ujian Pasca Satu Kumpulan telah digunakan dalam kajian ini. Kesan penggunaan sumber-sumber dokumen teks sejarah terhadap kefahaman konsep substantif sejarah diukur dalam ujian pra, ujian pasca dan ujian pasca lanjutan. Seramai 55 orang murid yang ditentukan dengan menggunakan teknik cluster sampling daripada kelas sedia ada terlibat sebagai sampel dalam kajian ini. Ujian kefahaman konsep substantif sejarah telah digunakan dalam kajian ini. Data telah dianalisis secara deskriptif dan inferensi iaitu ujian ANOVA Satu Hala dengan Pengukuran Berulang. Dapatan kajian menunjukkan bahawa penggunaan sumber-sumber dokumen teks sejarah memberi kesan peningkatan dan kekekalan kepada kefahaman konsep substantif sejarah. Implikasi kajian ini adalah dalam menyediakan kandungan dan pelaksanaan strategi pembelajaran sejarah dengan menggunakan satu set koleksi sumber-sumber dokumen teks sejarah yang relevan dalam topik pelajaran sejarah.
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References
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Mohd Mahzan Awang, Abdul Razaq Ahmad, & Nur Syazwani Abdul Talib. (2016). Penggunaan Multimedia Dalam Pendidikan Sejarah Pada Abad Ke-21 dan Hubungannya Dengan Minat Belajar Sejarah. Jurnal Pemikir Pendidikan, 7, 44-56.
Newmann, M. (2001). Primary Sources in Perspective. Journal Educations and Students with Library of Congress Resources.
Nitko, A. J. (2004). Educational Assessment of Students. Ed. Ke-4. Upper Saddle River, NJ: Merril.
Nokes, J.D. (2014). Elementary students’ Roles and Epistemic Stances during Document Based History Lessons. Theory & Research in Social Education, 42, 375-413.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Omardin Haji Ashaari & Yunus Muhammad. (1996). Kaedah Pengajaran sejarah. Kuala Lumpur: Utusan Publication & Distributors Sdn Bhd.
Pusat Perkembangan Kurikulum. (2003) Huraian Sukatan Pelajaran Sejarah Tingkatan Empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
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Rogers, R. (2008). Raising the bar: developing meaningful historical consciousness at key stage 3. Teaching History, 133, 24-30.
Seixas, P. (1993). Historical Understanding among Adolescents in a multicultural Setting. Curriculum Inquiry, 23(3), 301-327.
Siti Hawa Abdullah. (2008). Takrif dan Ciri-ciri Pemikiran Sejarah. Pendidikan Sejarah, 9(1), 98-106.
Stoskopf, A & Bermudez, A. (2008). New Insights Into How Students Learn About The Past: The Pedadogical Triangle of Historical Understanding. Boston: Northeastern University.
Suntharalingam. (1985). Pengenalan Kepada Sejarah. Kuala Lumpur: Marican & Sons (M). Sdn Bhd.
Van Drie, J., & Van Boxtel, C. (2003). Developing conceptual understanding through talk and mapping. Teaching History, 110, 27-31.
Wineburg, S.S. (1991). On the Reading of Historical Texts: Notes on the Breach between School and Academy. American Educational Research Journal, 28(3), 495-519.
Wineburg, S.S. (2001). Historical Thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University
Abdul Razaq Ahmad, Mohd Mahzan Awang, Ahmad Ali Seman, & Ramle Abdullah. (2013). The Skills of Using History Textbooks in Secondary School. Asian Social Science, 9(12), 229-236.
Azwan Ahmad, Abdul Ghani Kaneson Abdullah, Mohammad Zohir Ahmad & Abdul Rahman Abdul Aziz. (2005). Kesan Efikasi Guru Sejarah terhadap Amalan Pengajaran Berbantukan Teknologi Maklumat dan Komunikasi (TMK). Jurnal Penyelidikan Pendidikan, 7, 14-26.
Barton, K.C. (2005). Primary sources in history: Breaking through the myths. Phi Delta Kappan, 86(10), 745-753.
Berti, A. E., & Vanni, E. (2000). Italian children’s understanding of war: a domain-specific approach. Social Development, 9(4), 478-496.
Breakstone, J., & Smith, M. (2013). Using Library of Congress Primary Sources for assessment. The TPS Journal, 1(3), 1-8.
Britt, M.A., & Rouet, J.F. (2011). Research Challenges in the use of multiple documents. International Design Journal, 19(1), 62-68.
Brown, C.A., & Dotson, K. (2007). A Case Study Using Digital Primary Source Documents. TechTrends, 51(3), 30-37
Bruner, J.S. (1960). The process of education. Cambridge: Harvard University Press.
Campbell, D.T., & Stanley, J.C. (1963). Experimental and Quasi-experimental Designs for Research. Chicago: Rand McNally.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (5th Edition). London: Routledge Falmer.
Counsell, C. (2000). Historical Knowledge and Historical Skills: A Distracting Dichotonomy. Issues in History Teaching. London: Routldge, 54-71.
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.
Crick, B. & Porter, A. (1978). Political education and political literacy. Sufflock: Longman.
Cutajar, A. (2013). Towards an ‘assessment culture’-implementing assessment for learning in the history classroom. The Educator: a Journal of Educational Matters, 1, 23-45.
Foster, R. (2013). The more things change, the more they stay the same: Developing students thinking about historical changeand continuity. Teaching History, 151, 8-17.
Haenen, J. & Schrijinemakers, H. (2000). Suffrage, feudal, democaracy, treaty: history’s building blocks: Learning to teach historical concepts. Teaching History, 98, 22-29.
Hammond, K. (2014). The knowledge that”flavours” a claim: towards building and assessing historical knowledge on three scales. Teaching History, 157, 18-25.
Haydn, T., Arthur, J. & Hunt, M. (2001). Learning to Teach History in the Secondary School: A Companion to School Experience. London: Routledge Falmer.
Hazri Jamil. (2003). Teknik mengajar Sejarah. Pahang: PTS Publications & Distributors Sdn Bhd.
Heater, D.B. (1974). History teaching and political education. London: Occasional Publication.
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.
Huistra, H., & Mellink, B. (2016). Phrasing history: Selecting sources in digital repositories. Historical methods, 49(4), 220-229
Hynd, C.R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent & Adult Literacy, 42(6), 428-436.
Kaviza, M. (2018, November). Pengetahuan, Kemahiran dan Sikap terhadap Penggunaan Sumber Sejarah di Sekolah Menengah: Perspektif Murid. Kertas kerja yang dibentangkan di Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam Malaysia (MEDC 2018), Universiti Sultan Zainal Abidin, Gong Badak, Terengganu.
Lee, P. (2005). Historical literacy: theory and research. International Journal of Historical Learning, Teaching and Research, 5 (1), 29-40.
Levesque, S. (2010). On Historical Literacy: Learning to Think Like Historian. Canadian Issues / Themes Canadiens, 42-46.
Library of Congress. (2019). Using Primary Sources. Retrieved from http://www.loc.gov/tecahers/using primary sources/
Macedo-Rouet, M., Braasch, J.L.G., Britt, M.A & Rouet, J.F. (2013). Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension. Cognition and Instruction, 31(2), 204-226, 204-226.
McCrory, C. (2017). Using a beginning history teachers’ consideration of students’ prior knowledge in a single lesson case study to reframe discussion of historical knowledge. Revista Electronica Interuniversitaria de Formacion del Profesorado, 20(2), 29-44.
Merkt, M., Werner, M., & Wagner, W. (2017). Historical thinking skills and mastery of multiple documents tasks. Learning and Individual Differences, 54, 135-146.
Mohd Mahzan Awang, Abdul Razaq Ahmad, & Nur Syazwani Abdul Talib. (2016). Penggunaan Multimedia Dalam Pendidikan Sejarah Pada Abad Ke-21 dan Hubungannya Dengan Minat Belajar Sejarah. Jurnal Pemikir Pendidikan, 7, 44-56.
Newmann, M. (2001). Primary Sources in Perspective. Journal Educations and Students with Library of Congress Resources.
Nitko, A. J. (2004). Educational Assessment of Students. Ed. Ke-4. Upper Saddle River, NJ: Merril.
Nokes, J.D. (2014). Elementary students’ Roles and Epistemic Stances during Document Based History Lessons. Theory & Research in Social Education, 42, 375-413.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Omardin Haji Ashaari & Yunus Muhammad. (1996). Kaedah Pengajaran sejarah. Kuala Lumpur: Utusan Publication & Distributors Sdn Bhd.
Pusat Perkembangan Kurikulum. (2003) Huraian Sukatan Pelajaran Sejarah Tingkatan Empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2015) Dokumen Standard Kurikulum dan Pentaksiran Mata Pelajaran Sejarah Tingkatan Satu. Putrajaya: Kementerian Pendidikan Malaysia
Rantala, J. & Van Den Berg, M. (2015). Finnish high school and university students’ ability to handle multiple source documents in history. Historical Encounters: A Journal of Historical Consciousness, historical cultures and history education, 2(1), 70-88.
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.
Reisman, A., & Fogo, B. (2016). Contributions of Educative document based curricular materials to quality of historical instruction. Teaching and Teacher Education, 59, 191-202.
Renuka Ramakrishnan & Siti Hawa Abdullah. (2012). Penggunaan Sumber Digital Sejarah Dalam Kalangan Guru Sejarah. Seminar Kebangsaan Majlis Dekan, Zon Regency by the Sea Johor Bharu, 7-9 Oktober 2012.
Rogers, R. (2008). Raising the bar: developing meaningful historical consciousness at key stage 3. Teaching History, 133, 24-30.
Seixas, P. (1993). Historical Understanding among Adolescents in a multicultural Setting. Curriculum Inquiry, 23(3), 301-327.
Siti Hawa Abdullah. (2008). Takrif dan Ciri-ciri Pemikiran Sejarah. Pendidikan Sejarah, 9(1), 98-106.
Stoskopf, A & Bermudez, A. (2008). New Insights Into How Students Learn About The Past: The Pedadogical Triangle of Historical Understanding. Boston: Northeastern University.
Suntharalingam. (1985). Pengenalan Kepada Sejarah. Kuala Lumpur: Marican & Sons (M). Sdn Bhd.
Van Drie, J., & Van Boxtel, C. (2003). Developing conceptual understanding through talk and mapping. Teaching History, 110, 27-31.
Wineburg, S.S. (1991). On the Reading of Historical Texts: Notes on the Breach between School and Academy. American Educational Research Journal, 28(3), 495-519.
Wineburg, S.S. (2001). Historical Thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University
Published
2019-12-06
How to Cite
Kaviza, M. (2019) “Kesan Penggunaan Sumber-Sumber Dokumen Teks Sejarah Terhadap Kefahaman Konsep Substantif Sejarah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), pp. 208 - 217. doi: 10.47405/mjssh.v4i7.335.
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