Kesan Penggunaan Teknik Peer Instruction dengan Pendekatan Kelas Flipped terhadap Pencapaian Pemahaman Konsep Sejarah
The Effect of Using Peer Instruction Technique with Flipped Classroom Approach on Historical Concept Understanding Performance
DOI:
https://doi.org/10.37134/jictie.vol5.3.2018Keywords:
murid berbeza tahap pencapaian, pendekatan kelas flipped, pencapaian, pemahaman, konsep sejarah, teknik peer instructionAbstract
Kajian ini bertujuan untuk mengkaji kesan penggunaan teknik peer instruction dengan pendekatan kelas flipped terhadap pencapaian pemahaman konsep sejarah dalam kalangan murid Tingkatan Empat. Kajian ini merupakan kajian eksperimen dengan reka bentuk faktorial 2 X 2 yang melibatkan seramai 122 orang murid dari dua buah sekolah yang dikategorikan sebagai kumpulan eksperimen dan kumpulan kawalan. Ujian pencapaian pemahaman konsep sejarah yang dibina sendiri oleh pengkaji bagi topik Perkembangan di Eropah merupakan instrumen kajian ini yang telah disahkan oleh pakar penilai dan mempunyai nilai kebolehpercayaan, indeks kesukaran dan diskriminasi yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi dengan menggunakan perisian IBM SPSS Statistics. Analisis inferensi yang digunakan adalah ujian-t Sampel Tak Bersandar dan ujian ANOVA Dua Hala. Dapatan kajian ini menunjukkan bahawa murid-murid dalam kumpulan eksperimen (pendekatan flipped dengan teknik peer instruction) dapat meningkatkan pencapaian pemahaman konsep sejarah yang lebih tinggi berbanding dengan murid-murid dalam kumpulan kawalan (pendekatan flipped tanpa teknik peer instruction). Di samping itu, murid berpencapaian tinggi dan rendah dalam kumpulan eksperimen menunjukkan peningkatan yang lebih baik berbanding dengan murid berpencapaian tinggi dan rendah dalam kumpulan kawalan. Terdapat kesan interaksi yang signifikan antara kaedah pengajaran dan tahap pencapaian murid terhadap min skor pencapaian pemahaman konsep sejarah. Kajian ini diharapkan dapat dijadikan sumber rujukan kepada guru sejarah dalam merancang kaedah pengajaran dan pembelajaran sejarah selaras dengan perkembangan teknologi maklumat yang canggih.
The purpose of this study is to examine the effect of flipped classroom approach with using peer instruction technique on historical concept understanding performance among form four students. This is a quasi-experimental study using 2 X 2 factorial design with involving 122 students from two schools with categorized into experimental group and control group. Performance test on Europe Civilizations topic is instrument in this study which has been verified by the content expert and has a good reliability value, difficulty and discrimination index. The data were analysed using descriptive and inferential statistics using IBM SPSS Statistics computer programme. The inferential analysis used is independent sample t-test and two-way ANOVA test. The findings of this study indicate that students in experimental group (flipped classroom approach with using peer instruction technique) showed that higher enhance their historical concept understanding performance compared to students in control group (flipped classroom approach without using peer instruction). Besides that, the higher dan lower performances students in experimental group also showed higher score of historical concept understanding compared to control group in this study. There are the significant interaction effect of teaching method and different level of achievement student on the mean score of understanding historical concept. This study is expected as source of reference to history teachers in planning of teaching and learning methods in line with the development of information technology.
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