Penerokaan kemahiran terarah kendiri melalui analisis sumber teks Sejarah
Exploring Self Directed Skills through Historical Text Sources Analysis
DOI:
https://doi.org/10.37134/ejoss.vol5.1.6.2019Keywords:
Analisis, kemahiran terarah kendiri, sumber teks sejarahAbstract
Kajian eksperimen ini bertujuan untuk mengenalpasti sama ada kemahiran terarah kendiri dapat dijana melalui aktiviti pengajaran dan pembelajaran Sejarah dengan menganalisis sumber teks sejarah. Seramai 55 orang murid Tingkatan Empat yang dipilih melalui teknik persampelan cluster terlibat dalam kajian ini. Soal selidik yang diadaptasi dan disahkan oleh pakar penilai serta mempunyai nilai kebolehpercayaan yang baik merupakan instrumen kajian ini. Data kajian ini telah dianalisis secara deskriptif dan inferensi iaitu ujian-t sampel berpasangan melalui perisianIBMSPSS. Dapatan kajian ini menunjukkan tahap kemahiran terarah kendiri berada pada tahap sederhana dan terdapat peningkatan kemahiran terarah kendiri antara ujian pra dan ujian pasca dalam kalangan murid. Implikasi kajian ini mendapati bahawa pelaksanaan aktiviti menganalisis sumber-sumber teks sejarah adalah berpotensi untuk menjana kemahiran terarah kendiri dalam diri murid-murid bagi membentuk proses pembelajaran yang lebih bermakna berdasarkan pendekatan konstruktivis yang disarankan dalam kurikulum Sejarah.
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References
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Nofiyah Mardiani, Umasih & Murni Winarsih (2019). Masteri sejarah masa Hindu-Buddha dan Penggunaan Sumber belajar sejarah dalam pembelajarannya di SMK. Tamadun, 7(2), 328-347.
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 (2nded.). New York: McGraw Hill.
Ors, M. (2018). The Self Directed Learning readiness Level of the undergraduate students of midwife and nurse in terms of sustainability in nursing and midwife Education.Sustainabilitiy, 10 (3574), 1-14.
doi:10.3390/su/10102574
Pusat Perkembangan Kurikulum. (2003) Huraian Sukatan Pelajaran Sejarah Tingkatan Empat. Putrajaya: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2015). Dokumen Standard Sekolah Menengah Sejarah Tingkatan Satu. Putrajaya: Kementerian Pendidikan Malaysia.
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.
Siska, Y. (2018). Korelasi sikap, minat dan motivasi belajar dengan pengetahuan sejarah local lampung. Mimbar Sekolah Dasar, 5(1), 51-62.
Srikumar Chakravarthi & Priya Vijayan (2010). Analysis of the psychological impact of problem based learning (PBL) towards self-directed learning among students in undergraduate medical education. International Journal of Pscchological Studies, 2(1), 38-43.
Tal, T., Levin-Pelect, R & Levy, K.S. (2019). Tecaher views on inquiry based learning: the contribution of diverse experiences in the outdoor environment. Innovation & Education, 1(2), 1-17.
Terhart, E. (2003). Constructivisme and teaching: a new paradigm in general didactics? Journal of Curriculum Studies, 35(1), 25-44.
Tillema, H.H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16(5), 575-591.
Wang, N.C, Hicks, D., Quigley, P., & Luther, K. (2019). Read-Agree-Predict: A crowdsourced approach to discovering relevant primary sources for historians. Human Computation, 6(1), 147-175.
Willey, J., Griffin, T.D., Steffens, B & Britt, M.A. (2019). Epistemic belief about the value of integrating information across multiple documents in history. Learning & Instruction, 65, 1-16.
Apaolaza-Liorente, D & Arguero, B.E. (2019). Doing history: Historical sources and active methodologies to foster historical thinking in secondary school. ENSAYOS: Revista de la Facultad de Education de Albacete, 34(1), 29-40.
Bada, S.O. (2015). Constructivisme learning theory: a paradigm for teaching and learning. Journal of Research & Methods in Education, 5(6), 66-70.
Badrul Hisham Alang Osman (2016). Amalan pengajaran dan pembelajaran abad ke-21 dalam kalangan pensyarah Institut Pendidikan Guru Kampus Ipoh. Jurnal Penyelidikan Dedikasi, 10, 1-25.
Brokett, R.G & Hiemstra, R. (1991). Self-directed in adult learning: perspectives on theory, research and practice. London: Routledge.
Candy, P.C. (1991). Self direction for life long learning: A comprehensive guide to theory and practice. San Fransico; Jose Bass
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Edition). London: Routledge Falmer.
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.
Dynn, L, Cate, T & Rhie, K. (2008). The impact of learning structure on student’s readiness for self directed learning. Journal of Education of Business, 84(2), 96-100.
Fisher, M., King, J., Taque, G. (2001). Development of a self-directed readiness for nursing education. Nurse Educ Today, 21, 516-525. Retrieved from: http://ccnmtl.columbia.edu
Gibbons, M. (2005). Self directed learning. Retrieved from: www.selfdirectedlearning.com
Grow, G.O. (1991). Teaching learners to be self-directed.Adults Education Quartely, 41(3), 125-149.
Guglielmino, L.M., & Guglielmino, P.J. (1991). The learning preference assessement facilitator guide. Pensylavnia: Organisational Design and Development.
Hazri Jamil. (2003). Teknik mengajar Sejarah. Pahang: PTS Publications & Distributors.
Hewitt-Taylor, J. (2002). Teachers and students’ views on self-directed learning. Nursing Standard, 17(1), 33-38.
Hill, E.W & Fitzpatrick, C. (2019). Impact of primary sources activities on students understanding, engagement and interest, Proceedings of students in Teaching-2019 Research Digest, 13-18.
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.
Howard, T. (2019). How do students engage with visual sources in the teaching and learning of history? British Educational Research Journal, 1-15.
Jamil Ahmad. (2002). Pemupukan Budaya Penyelidikan di Kalangan Guru di Sekolah: Satu Penilaian. Tesis Kedoktoran Universiti Kebangsaan Malaysia yang tidak diterbitkan.
Kaviza, M. (2018). Pengetahuan, Kemahiran dan Sikap Terhadap Penggunaan Sumber Sejarah di Sekolah Menengah: Perspektif Murid. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam (MEDC 2018), Universiti Sultan Zainal Abidin, 11-22.
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia
Knowles, M. (1975). Self-Directed Learning: A Guide for learners and teachers. New York: Associated Press.
Knowles, M.S. (1975). Self-directed learning. Cambridge: The Adult Education Company.
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.
Maimunah Nasir & hashimah Mohd Yunus. (2017). Peranan Guru Tingkatan Enam dalam Membentuk Pelajar Terarah Kendiri dan Meningkatkan Kemahiran Abad ke-21. Jurnal Kurikulum & Pengajaran Asia Pasifik, 5(1), 1- 6.
Merkt, M., Werner, M., & Wagner, W. (2017). Historical Thinking Skills and Mastery of Multiple Documents Tasks. Learning and Individual Differences, 54, 135-146.
Mistirine Radin, M. Al-Muz-zammil Yasin. (2018). The implementation of 21st century education in Malaysia: A preliminary review. Sains Humanika, 10(3-2), 1-6.
Nofiyah Mardiani, Umasih & Murni Winarsih (2019). Masteri sejarah masa Hindu-Buddha dan Penggunaan Sumber belajar sejarah dalam pembelajarannya di SMK. Tamadun, 7(2), 328-347.
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 (2nded.). New York: McGraw Hill.
Ors, M. (2018). The Self Directed Learning readiness Level of the undergraduate students of midwife and nurse in terms of sustainability in nursing and midwife Education.Sustainabilitiy, 10 (3574), 1-14.
doi:10.3390/su/10102574
Pusat Perkembangan Kurikulum. (2003) Huraian Sukatan Pelajaran Sejarah Tingkatan Empat. Putrajaya: Kementerian Pendidikan Malaysia.
Pusat Perkembangan Kurikulum. (2015). Dokumen Standard Sekolah Menengah Sejarah Tingkatan Satu. Putrajaya: Kementerian Pendidikan Malaysia.
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.
Siska, Y. (2018). Korelasi sikap, minat dan motivasi belajar dengan pengetahuan sejarah local lampung. Mimbar Sekolah Dasar, 5(1), 51-62.
Srikumar Chakravarthi & Priya Vijayan (2010). Analysis of the psychological impact of problem based learning (PBL) towards self-directed learning among students in undergraduate medical education. International Journal of Pscchological Studies, 2(1), 38-43.
Tal, T., Levin-Pelect, R & Levy, K.S. (2019). Tecaher views on inquiry based learning: the contribution of diverse experiences in the outdoor environment. Innovation & Education, 1(2), 1-17.
Terhart, E. (2003). Constructivisme and teaching: a new paradigm in general didactics? Journal of Curriculum Studies, 35(1), 25-44.
Tillema, H.H. (2000). Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action. Teaching and Teacher Education, 16(5), 575-591.
Wang, N.C, Hicks, D., Quigley, P., & Luther, K. (2019). Read-Agree-Predict: A crowdsourced approach to discovering relevant primary sources for historians. Human Computation, 6(1), 147-175.
Willey, J., Griffin, T.D., Steffens, B & Britt, M.A. (2019). Epistemic belief about the value of integrating information across multiple documents in history. Learning & Instruction, 65, 1-16.
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Published
2019-06-03
How to Cite
Kaviza, M. (2019). Penerokaan kemahiran terarah kendiri melalui analisis sumber teks Sejarah: Exploring Self Directed Skills through Historical Text Sources Analysis. EDUCATUM Journal of Social Sciences, 5(1), 45–53. https://doi.org/10.37134/ejoss.vol5.1.6.2019
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