Pemupukan semangat patriotisme di kalangan pelajar sekolah menengah menerusi pengajaran dan pembelajaran sejarah- satu kajian kes tingkatan dua

This is a collaborative study using a partially participatory approach to explore the effectiveness of the inculcating patriotism amongst students through the teaching and learning of history. Five aspects of patriotism present in the history curriculum, namely, proud to be a Malaysian citizen; loyalty to nation, spirit of togetherness, discipline and endeavour were given attention in this study. This study was carried out in three secondary schools in the district of Hulu Selangor. Data was obtained through various means, such as observations of six history lessons conducted by six history teachers with a minimum of three years experience in teaching history, a total of 18 people consisting of six teachers and 12 students were interviewed. The data was subsequently coded and analysed qualitatively. In addition an analysis of the Form 2 KBSM history syllabus and the changes introduced in the year 2000 was done. Data was analysed in the following manner. Observation was done using two forms, one focusing on use of time and the other on the teaching-learning process and the inculcation of patriotism. The interviews were based on interview procedures and were carried out before and after the teaching-learning process. There were structured and unstructured questions. The interviews aimed at obtaining direct information, from the teachers, pertaining to the inculcation of the spirit of patriotism through the teaching-learning of history in the classroom. Content analysis was done on the KBSM History Syllabus (Form Two) 1986 and the amendments of the year 2000. This analysis was done by comparing the themes and discussing the content and topics. The findings of the study show that teachers have an 6 understanding of the efforts needed for inculcating patriotism through the teaching of history. However, the teachers appeared to be less successful in linking curriculum requirements to inculcate patriotism to the teaching-learning process. The teaching-learning methods used by the teachers were less able to inculcate patriotism effectively. It was only at the basic thinking level and did not to extend to higher level thinking that will change the thinking and assumptions of the students. Among the constraints experienced by the teachers was the lack of resources and the inability to structure appropriate teaching methods. The findings also showed that the students understood about patriotism and its relationship with the learning of history and were prepared to answer higher order thinking questions. Hence, the teachers need to guide the students