Teknik Peer Instruction Dengan Penggunaan Sumber-Sumber Sejarah Terhadap Pencapaian Pemikiran Sejarah dan Kekekalannya
The Impact of Peer Instruction Technique via Using of Historical Resources Towards Historical Thinking Achievement and its Retention
DOI:
https://doi.org/10.53840/attarbawiy.v5i1.54Keywords:
Teknik Peer Instruction, sumber-sumber sejarah, pemikiran sejarah, kekekalanAbstract
The experimental study aimed to identify the effect of Peer Instruction techniques with using of historical sources towards historical thinking achievement and its retention among students. A total of 25 form four students through the purposive sampling technique are involved as the sample in this study. This historical thinking achievement test which has been adapted and verified by content matter experts and has good reliability value was research instrument are used in this study. The data were analysed descriptively and inferred such as One Way ANOVA test with repeated measures through IBM SPSS software. The findings indicated that Peer Instruction techniques with using of historical resources is significantly effective on historical thinking achievement and its retention among students. The implications of this study have suggested that Peer Instruction techniques with using of historical resources as innovative history pedagogy which potential implemented at all level of schools.
ABSTRAK
Kajian eksperimental ini bertujuan untuk mengenal pasti kesan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah terhadap pencapaian pemikiran sejarah dan kekekalannya dalam kalangan murid. Seramai 25 orang murid Tingkatan Empat melalui teknik persampelan bertujuan telah dipilih sebagai sampel dalam kajian ini. Instrumen kajian ini merupakan ujian pencapaian pemikiran sejarah yang telah diadaptasi dan disahkan pakar penilai dan mempunyai nilai kebolehpercayaan yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian ANOVA sehala dengan pengukuran berulang melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah adalah berkesan secara signifikan terhadap pencapaian pemikiran sejarah dan kekekalannya dalam kalangan murid. Implikasi kajian ini telah mencadangkan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah sebagai kaedah pengajaran sejarah yang inovatif yang boleh dilaksanakan pada semua peringkat persekolahan.
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