Penjanaan Aplikasi Strategi Kemahiran Pemikiran Sejarah Melalui Aktiviti Analisis Sumber-Sumber Dokumen Teks Sejarah: Perspektif Murid Berbeza Tahap Pemikiran Kritis
Keywords:
kemahiran pemikiran sejarah, sumber-sumber dokumen teks, pemikiran kritis
Abstract
Kajian secara deskriptif ini bertujuan untuk mengenalpasti tahap penjanaan aplikasi strategi kemahiran pemikiran sejarah melalui aktiviti analisis sumber-sumber dokumen teks sejarah. Seramai 55 orang murid Tingkatan Empat yang berbeza tahap pemikiran kritis terlibat dalam kajian ini. Soal selidik kemahiran pemikiran sejarah dan ujian pemikiran kritis yang diadaptasi merupakan instrumen kajian ini. Dapatan kajian ini menunjukkan bahawa tahap penjanaan aplikasi strategi kemahiran pemikiran sejarah melalui aktiviti analisis sumber-sumber dokumen teks sejarah berada pada tahap tinggi. Selain itu, murid berpemikiran kritis tinggi mempamerkan tahap yang lebih tinggi berbanding dengan murid berpemikiran kritis rendah. Kajian ini diharapkan dapat dijadikan sumber rujukan kepada guru-guru dalam merancang kaedah pengajaran yang inovatif selaras dengan pelaksanaan strategi pembelajaran abad ke-21 dalam pendidikan sejarah.
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Wineburg, S. (1991). Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence. Journal of Educational Psychology, 83, 73-87
Barton, K.C., & Levistik, L.S. (2004). Teaching History for the Common Good. Mahwah: Erlbaum.
Bickford III, J.H. (2010). Complicating Students Historical Thinking through Primary Source Reinvention. Social Studies Research and Practice, 5(2), 47-60.
Cowgill II, D.A., & Waring, S.M. (2017). Historical Thinking: An Evaluation of Students and Teacher Ability to Analyze Sources. Journal of Social Studies Education Research, 8(1), 115-145.
Cresswell, J.W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 4th Ed. United States of America: Pearson New International Edition.
Gomez, C, J., & Saiz, J. (2017). Narrative Inquiry and Historical Skills: A Study in Teacher Training. Revista Electronica de Investigacion Educativa, 19(4), 19-32.
Harris, L.M., Halvorsen, A.L., & Aponte-Martinez, G.J. (2015). “[My] family has gone through that’: How high School students determine the trustworthiness of historical documents. The Journal of Social Studies Research, 40, 109-121.
Hazri Jamil. (2003). Teknik Mengajar Sejarah. Kuala Lumpur: PTS
Jamil Ahmad. (2002). Pemupukan Budaya Penyelidikan di Kalangan Guru di Sekolah: Satu Penilaian. Tesis Ijazah Kedoktoran, Fakulti Pendidikan: Universiti Kebangsaan Malaysia.
Jayanthe Veerapan Pakerisamy (2015). Kesan Kaedah Inkuiri Atas Talian Secara Kolaboratif Bersama Perancahan Penghujahan Terhadap Penaakulan Sejarah Dan Kualiti Hujah Dalam Kalangan Pelajar Sejarah Tingkatan Empat. Tesis kedoktoran yang tidak diterbitkan, Universiti Sains Malaysia.
Kementerian Pendidikan Malaysia. (2013). Pelan Induk Pembangunan Pendidikan 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Miki, Y., Kojiri, T., & Seta, K. (2015). “If Thinking” Support System for Training Historical Thinking. Procedia Computer Science, 60, 1542-1551.
Mohd Ali Samsudin, Kamisah Osman & Lilia Halim (2007).Kesan Penggunaan Perancahan Kognitif Dalam Pembelajaran Berasaskan Masalah Terhadap Strategi Metakognitif, Pemikiran Saintifik Dan Pencapaian Pelajar Dalam Mata Pelajaran Fizik. Jurnal Pendidikan Malaysia, 27(1), 101-11-8.
Newmann, (2001). Primary Sources in Pespective. Journal Educations and Students with Library Congress Resources.
Nieuwenhuyse, K.V., Roose, H., Wils, K., Depaepe, F., Verschaffel, L. (2017). Reasoning With And /Or About Sources? The Use of Primary Sources in Flemish Secondary School History Education. Journal of Historical Consciousness, Historical Cultures and History Education, 48-70.
Nokes, J.D. (2014). Elementary Student’s Roles and Epistemic Stances During Document-based History Lessons. Journal Theory & Research in Social Education, 42(3), 375-413.
Nokes, J.D., Dole, J.A., & Hacker, D.J. (2007). Teaching High School Students to Use Heuristics While Reading Historical Texts. Journal of Educational Psychology, 4(9), 1-13.
Nunnally, J.C. (1978). Psychometrie Theory (2nd Ed). New York: McGraw Hill.
Othman Talib. (2013). Asas Penulisan Tesis Penyelidikan & Statistik. Serdang: Penerbit Universiti Putra Malaysia.
Pusat Perkembangan Kurikulum. (2003). Huraian Sukatan Pelajaran Sejarah Tingkatan Empat. Kuala Lumpur: Kementerian Pendidikan Malaysia.
Rantala, J. & Van Den Berg, M. (2015). Finnish high school and university students’ ability to handle multiple source documents in history. 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 Classroom with Adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233-264.
Renuka Ramakrishnan, Norizan Esa & Siti Hawa Abdullah. (2014). Kesan Penggunaan Sumber Sejarah Digital Terhadap Kemahiran Pemikiran Sejarah. 23rd International Conference of Historians of Asia 2014 (IAHA 2014), 23-27 Ogos 2014, Alor Setar, Kedah Malaysia.
Rosy Talin, (2015). Historical Thinking Skills – The Forgotten Skills?. International Journal of Learning and Teaching, 7(1), 15-23.
Shakila Yacob. (2010). Ilmu Sejarah Membina Negara. Utusan Malaysia. 19-10.2010
Stromo, H.I. (2014). Students’ Sourcing While Reading and Writing From Multiple Web Documents. Nordic Journal of Digital Literacy, 9, 91-111.
Suntharalingam. (1985). Pengenalan Kepada Sejarah. Kuala Lumpur: Marican & Sons (M). Sdn Bhd
Wineburg, S. (1991). Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence. Journal of Educational Psychology, 83, 73-87
Published
2019-10-24
How to Cite
Kaviza, M. (2019) “Penjanaan Aplikasi Strategi Kemahiran Pemikiran Sejarah Melalui Aktiviti Analisis Sumber-Sumber Dokumen Teks Sejarah: Perspektif Murid Berbeza Tahap Pemikiran Kritis”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(6), pp. 204 - 220. doi: 10.47405/mjssh.v4i6.336.
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