Pengalaman Mengajar atau Latihan Profesional Guru dalam Mempengaruhi Penerapan Kemahiran Pemikiran Sejarah dalam Mata Pelajaran Sejarah di Sekolah Menengah
Teaching Experience or Teacher Professional Development Training in Influencing the Implementation of Historical Thinking Skills in History Subject at Secondary Schools
DOI:
https://doi.org/10.37134/ejoss.vol4.1.6.2018Keywords:
Guru sejarah, kemahiran pemikiran sejarah, latihan profesional, pengalaman mengajarAbstract
Kajian ini dijalankan bertujuan untuk mengenalpasti sama ada aspek pengalaman mengajar atau latihan professional guru lebih mempengaruhi penerapan kemahiran pemikiran sejarah di sekolah menengah. Kajian ini yang menggunakan pendekatan kuantitatif dengan reka bentuk tinjauan melalui soal selidik yang melibatkan seramai 92 orang guru sejarah di sebuah negeri di utara Semenanjung Malaysia. Soal selidik yang telah diadaptasi digunakan dalam kajian ini dan telah disahkan oleh pakar bidang pendidikan sejarah serta mempunyai nilai kebolehpercayaan yang baik. Data kajian dianalisis secara deskriptif dan inferensi iaitu ujian-t sampel tak bersandar, ujian ANOVA Satu Hala dan Korelasi Pearson dengan menggunakan perisian “IBM SPSS Statistics” versi 24. Dapatan kajian ini menunjukkan bahawa tahap kemahiran pemikiran sejarah dalam kalangan guru sejarah berada pada tahap sederhana. Latihan professional guru lebih mempengaruhi tahap penerapan kemahiran pemikiran sejarah di sekolah. Implikasi kajian ini.mencadangkan semua pihak perlu bekerjasama dalam merancang pelbagai kursus dan latihan yang berkaitan dengan kaedah pedagogi yang inovatif agar matlamat dan objektif kurikulum sejarah dapat dicapai selaras perkembangan pendidikan sejarah pada peringkat global.
Kata Kunci: Guru sejarah, kemahiran pemikiran sejarah, latihan profesional, pengalaman mengajar
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The purpose of this study is to examine which aspect influence more on implementation of historical thinking skills in secondary schools. This study used a quantitative approach with a survey design through questionnaires involving a total of 92 history teachers in a state of north peninsular of Malaysia using simple random sampling technique. The adapted questionnaire is used in this study, which has been verified by the content expert and has a good reliability value. The data were analyzed using descriptive and inferential statistics such as independent sample t-test, one way ANOVA and Correlation Pearson using "IBM SPSS Statistics”. The findings of this study indicate that the level of implementation of historical thinking skills at a moderate level. Beside that, professional development training more influences in implementing the historical thinking skill among teachers. The implication of this study suggest that all departments should work together in planning various training of innovative pedagogical methods in order to achieve the objectives of the historical curriculum.
Keywords: History teacher, historical thinking skills, teaching experience, teacher professional development training
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