UPSI Digital Repository (UDRep)
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Abstract : |
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. |
References |
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