Pelaksanaan Kelas Flipped dengan Sumber Digital dalam Mata Pelajaran Sejarah: Kesannya Terhadap Kemahiran Pemikiran Sejarah
Implementing Flipped Classroom with Digital Sources in History Subject: Effects on Historical Thinking Skills
DOI:
https://doi.org/10.37134/jictie.vol7.1.4.2020Keywords:
kelas flipped, kemahiran pemikiran sejarah, sumber digitalAbstract
Abstrak
Kajian ini bertujuan untuk mengkaji kesan pelaksanaan kelas flipped dengan sumber digital terhadap kemahiran pemikiran sejarah dalam kalangan murid. Terdapat lima kemahiran pemikiran sejarah dalam mata pelajaran sejarah yang difokuskan dalam kajian ini iaitu memahami kronologi, meneroka bukti, membuat interpretasi, membuat imaginasi dan membuat rasionalisasi. Kajian ini merupakan kajian eksperimen dengan reka bentuk Pre-Experimental Design: One Group Pretest–Posttest Design yang melibatkan seramai 32 orang murid tingkatan satu. Soal selidik kemahiran pemikiran sejarah yang diadaptasi dan disahkan pakar penilai serta mempunyai nilai kebolehpercayaan yang baik merupakan instrumen kajian ini. Data kajian dianalisis secara deskriptif dan inferensi dengan menggunakan perisian IBM SPSS Statisticsversi 24. Analisis inferensi yang digunakan adalah ujian-t sampel berpasangan. Dapatan kajian menunjukkan bahawa murid dapat meningkatkan kemahiran pemikiran sejarah iaitu memahami kronologi, meneroka bukti, membuat interpretasi, membuat imaginasi dan membuat rasionalisasi yang lebih tinggi secara signifikan antara ujian pra dan ujian pasca. Kajian ini diharapkan dapat dijadikan sumber rujukan kepada guru sejarah dalam merancang kaedah pengajaran dan pembelajaran sejarah inovatif yang berteraskan aplikasi Teknologi Maklumat dan strategi pembelajaran abad ke-21.
Abstract
The purpose of this study is to examine the effect of implementing flipped classroom with digital sources on historical thinking skills among students. There are five historical thinking skills in history subject that are focused on this study such as chronology understanding, evidence exploration, interpretation, imagination and rationalization skills. This is a quasi-experimental study using Pre-Experimental Design: One Group Pretest-Posttest Design with involving 32 form one students. Adapted historical thinking skills questionnaire which has been verified by the content expert and has a good reliability value is instrument in this study. The data were analysed using descriptive and inferential statistics using IBM SPSS Statistics computer program version 24. The inferential analysis used is paired sample t-test. The findings of this study indicate that students significantly improved the higher historical thinking skills such as chronology understanding, evidence exploration, interpretation, imagination and rationalization skills between pre and post-test. 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 and 21st century learning strategies.
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