Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat

This study aimed to analysis the level of acceptance of Form 4 students in two schools (school A and B) on the learning of history by using two different approaches, namely the comparative concept teaching method and the conventional lecture method. This study also aimed to analysis the effectivene...

Full description

Saved in:

Bibliographic Details
Main Author:	Lai, Geok Hiong
Format:	Thesis
Language:	eng eng
Published:	2011
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/4769/1/s805277.pdf https://etd.uum.edu.my/4769/2/s805277_abstract.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uum-etd.4769
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Kassim, Mustapa
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Lai, Geok Hiong Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
description	This study aimed to analysis the level of acceptance of Form 4 students in two schools (school A and B) on the learning of history by using two different approaches, namely the comparative concept teaching method and the conventional lecture method. This study also aimed to analysis the effectiveness of the two aforementioned teaching methods in Form 4 students' achievement in history in school A and B. The study was conducted in two secondary schools in Sibu Division. This study used a quasi experimental design, which was implemented using pre-test, post-test and questionnaire. The researcher translated and modified the questionnaire originally used by Teo (2006) to meet the needs of this study. This research involved a total of 63 respondents, which was comprised of 30 males and 33 females. The teaching and learning sessions by using the comparative concept teaching method and the conventional lecture method lasted for 11 weeks. The data collected were analyzed by using the Statistical Package for Social Science (SPSS) version 14.0. Descriptive analysis techniques such as mean score and standard deviation were used to analysis the respondents' level of acceptance regarding the comparative concept teaching method. The overall finding of the study indicated that the mean score of the level of acceptance (M = 5.66) of students in school A is higher than that in school B (M = 5.3). Also, the study showed that the passing rate of he Form 4 students in school A (pre-test: 72.22%, post-test 1: 86.11%, post-test 2: 94.44%, post-test 3: 97.22%, post-test 4: 100% and post-test: 100%) was higher than that in school B (pre-test: 55.55% , post-test 1: 59.26%, post-test 2: 66.67%, post-test 3: 70.37%, pst-test 4: 71.77% and post-test: 81.48%). This study showed that the comparative concept teaching method was effective in the teaching and learning of history and hence, it can be employed in the instructional process to make history an interesting and likeable subject
format	Thesis
qualification_name	masters
qualification_level	Master's degree
author	Lai, Geok Hiong
author_facet	Lai, Geok Hiong
author_sort	Lai, Geok Hiong
title	Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
title_short	Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
title_full	Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
title_fullStr	Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
title_full_unstemmed	Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
title_sort	keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat
granting_institution	Universiti Utara Malaysia
granting_department	College of Arts and Sciences (CAS)
publishDate	2011
url	https://etd.uum.edu.my/4769/1/s805277.pdf https://etd.uum.edu.my/4769/2/s805277_abstract.pdf
_version_	1747827797682814976
spelling	my-uum-etd.47692016-04-27T04:28:00Z Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat 2011 Lai, Geok Hiong Kassim, Mustapa College of Arts and Sciences (CAS) College of Arts and Sciences LB1025-1050.75 Teaching (Principles and practice) This study aimed to analysis the level of acceptance of Form 4 students in two schools (school A and B) on the learning of history by using two different approaches, namely the comparative concept teaching method and the conventional lecture method. This study also aimed to analysis the effectiveness of the two aforementioned teaching methods in Form 4 students' achievement in history in school A and B. The study was conducted in two secondary schools in Sibu Division. This study used a quasi experimental design, which was implemented using pre-test, post-test and questionnaire. The researcher translated and modified the questionnaire originally used by Teo (2006) to meet the needs of this study. This research involved a total of 63 respondents, which was comprised of 30 males and 33 females. The teaching and learning sessions by using the comparative concept teaching method and the conventional lecture method lasted for 11 weeks. The data collected were analyzed by using the Statistical Package for Social Science (SPSS) version 14.0. Descriptive analysis techniques such as mean score and standard deviation were used to analysis the respondents' level of acceptance regarding the comparative concept teaching method. The overall finding of the study indicated that the mean score of the level of acceptance (M = 5.66) of students in school A is higher than that in school B (M = 5.3). Also, the study showed that the passing rate of he Form 4 students in school A (pre-test: 72.22%, post-test 1: 86.11%, post-test 2: 94.44%, post-test 3: 97.22%, post-test 4: 100% and post-test: 100%) was higher than that in school B (pre-test: 55.55% , post-test 1: 59.26%, post-test 2: 66.67%, post-test 3: 70.37%, pst-test 4: 71.77% and post-test: 81.48%). This study showed that the comparative concept teaching method was effective in the teaching and learning of history and hence, it can be employed in the instructional process to make history an interesting and likeable subject 2011 Thesis https://etd.uum.edu.my/4769/ https://etd.uum.edu.my/4769/1/s805277.pdf text eng validuser https://etd.uum.edu.my/4769/2/s805277_abstract.pdf text eng public masters masters Universiti Utara Malaysia Abdul Ghafar Md. Din. (2003). Prinsip dan amalan pengajaran. Kuala Lumpur: Utusan Publication & Distributors Sdn. Bhd. Abdul Rahim Abdul Rashid. (1997). Model dan pendekatan pengajaran sejarah KBSM. Kuala Lumpur: Dewan Bahasa dan Pustaka. Abdul Rahim Abdul Rashid. (1999). Pendidikan sejarah: Falsafah, teori dan amalan. Kuala Lumpur: Utusan Publication. Akta Pendidikan 1996 (Akta 550) dan Peraturan-Peraturan Terpilih. (2003). Petaling Jaya: International Law Book Services. Bahagian Penyelidikan dan Perancangan Dasar Pendidikan. (1996).Resolusi: Seminar kebangsaan penilaian pelaksanaan program KBSM. Seri Layang: Kementerian Pelajaran Malaysia. Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1994). Effectiveness of a concept teaching routine in enhancing the performance of learning disability students in secondary-level mainstream classes. Learning Disability Quarterly, 11, 3-17. Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1995). The concept camparison routine. Kansas: Edge Enterprises. Bulgren, J. A., Lenz, B. K., Deshler, D. D., & Marquis, J. G. (2002).The use and effectiveness of a comparison routine in diverse secondary content classrooms. Journal of Educational Psychology, 94(2), 356-371. Brown, G & Monogue, M. (2001). AMEE Medical Education Guide no 22: Refreshing lecturing: a guide for lecturer. Journal of Medical Teacher, 23, 231-244. Campbell, D. T. & Stanley, J. C. (Eds.) (1996). Experimental and quasi-experimental designs for research on teaching. Dalam N. L. Gage (1971), Handbook of research on teaching (ms. 204-236). Chicago: Rand McNally. Connell-Smith, G., & Lloyd, H. A. (1972). The relevance of history. London: Heinemann Educational Books. Davis, B. G. (1993). Tools for teaching: delivering a lecture. Muat turun dari http://teaching.berkey. edu/bgd/delivering.html. DeVellis, R. F. (2003). Scale development: Theory and applications. California: Sage Publications. Dick, W., & Reiser, R. A. (1989). Planning effective instructions. New Jersey: Prentice-Hall. Doyle, T. (2009). Developing effective lectures: eight steps to active lecturing. Muat turun dari http://www.ferris.edu /fctl/Teaching_and_Learning_Tips/Developing%20 Efective%20Le. Ee Ah Meng. (1997). Psikologi pendidikan I (psikologi perkembangan). Shah Alam: Penerbit Fajar Bakti Sdn. Bhd. Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. California: Corwin Press. Gibbs, G. & Jenkins, A. (1984). Break up your lectures: Or christaller sliced up. Journal of Geography in Higher Education, 8, 27-39. Govinthasamy, B. (2002). Penilaian pelaksanaan kemahiran berfkir secara kritis dan kreatif (KBKK) dalam mata pelajaran sejarah KBSM Tingkatan 4: Satu kajian kes di Daerah Tampin dan Rembau Negeri Sembilan. Muat turun dari http://akademik.ukm.my /eda/projekge6553/Sejarah.htm. Hodkinson, A. (2004). Does the English curriculum for History and its schemes of work effectively promote primary-aged children's assimilation of the concept of historical time? Some observations based on current research. Educational Research, 46(2), 99-117. Kementerian Pendidikan Malaysia. (2002). Sukatan pelajaran sejarah menengah atas. Kuala Lumpur: Pusat Perkembangan Kurikulum. Kertas-kertas soalan peperiksaan Sijil Pelajaran Malaysia: 2004-2008. Kuala Lumpur: Lembaga Peperiksaan Malaysia, Kementerian Pelajaran Malaysia. Khadijah Ahmad (2002)Tahap pemahaman konsep dalam pembelajaran sejarah di kalangan pelajar Tingkatan Empat SMK Putrajaya Kuala Lumpur. Muat turun dari http://akademik.ukm.my/eda/projekge6553/Sejarah. htm. Klausmeier, H. J., & Goodwin, W. (1971). Learning and human abilities: Educational psychology (4th ed.). New York: Harper and Row. Lembaga Peperiksaan Malaysia. (2004). Laporan Prestasi SPM 2003 (Jilid 1). Kuala Lumpur: Kementerian Pelajaran Malaysia. McKeachie, W. J. (1999). McKeachie's teaching tips: Strategies, research and theory for college and university. Boston: Houghton Mifflin Company. Merril, M. D. & Tennyson, R. D. (1997). Teaching concepts: An instructional design guide. Dalam P. L. Smith & T. J. Ragan (1999). Instructional design (2th ed.). (ms. 179). New York: John Wiley & Sons. Miller, S. P. (2002). Validated practices of teaching students with diverse needs and abilities. Boston: Allyn and Bacon. Mohd. Majid Konting. (1998). Kaedah penyelidikan dalam pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Nitko, A. J. (2004). Educational measurement of students (4th ed.). New Jersey: Pearson Education. Ong Eng Tek & Tan Sek Chin. (2010). Keberkesanan kaedah numbered heads together terhadap pencapaian biologi dalam kalangan pelajar di Universiti Pendidikan Sultan Idris. Jurnal Teknololgi, 53, 35-46. Omardin Haji Ashaari & Yunus Muhamad. (1996).Kaedah pengajaran sejarah. Kuala Lumpur: Utusan Publications dan Distributors Sdn. Bhd. Omar Mohd. Hashim. (1992). Falsafah pendidikan sejarah. Dalam Persatuan Sejarah Malaysia Cawagan Wilayah Persekutuan (1992), sejarah dalam pendidikan (ms. 1-13). Kuala Lumpur: Dewan Bahasa dan Pustaka. Paxton, R. J. (1999). A deafening silence: History textbooks and the students who read them. Educational Research, 69(3), 315-339. Rosch, E. (1978). Principles of categorization. Dalam R. Hamilton, & E. Ghatala (1994), Learning and instruction (ms. 154). New York: McGraw-Hill. Pusat Perkembangan Kurikulum. (2004). Minit mesyuarat jawatankuasa sejarah (Bil. 1/1004). Kuala Lumpur: Kementerian Pelajaran Malaysia. Savage, T. V. & Armstrong, D. G. (2000). Effective teaching in elementary social studies (4th ed.). New Jersey: Prentice-Hall. Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell. Schumaker, J. B., Deshler, D. D., & McKnight, P. (2002). Ensuring success in the secondary general education curriculum through the use of teaching routines. Dalam M. A. Shinn, H. M. Walker, & G. Stoner (2002), Interventions for academic and behavior problems II: Preventive and memedial approaches (ms.791-832). Madison: NASP Publications. Schunk, D. H. (2000). Learning theories: An educational perspective (3rd ed.). New Jersey: Prentice Hall. Smith, E. E. (Eds.) (1995). Concepts and categorization. Dalam D. N. Osherson (1995), Thinking (m.s. 3-33). Massachusetts: MIT Press. Smith, E. & Medin, D. (1981). Categories and concepts. Dalam R. Hamilton & E. Ghatala (1994), Learning and instruction (m.s. 155). New York: McGraw-Hill. Solso, R. L. (1988). Cognitive psychology (2nd ed.). Massachussetts: Allyn & Bacon. Sukatan Pelajaran KBSM Sejarah (2000). Kuala Lumpur: Pusat Perkembangan Kurikulum, Kementerian Pelajaran Malaysia. Suhaida Abdul Kadir. (2002). Perbandingan pembelajaran koperatif dan tradisional terhadap prestasi, atribusi pencapaian, konsep kendiri adademik dan hubungan sosial dalam pendidikan perakauan. Disertasi Ijazah Doktor Falsafah, Tidak diterbitkan. Universiti Putra Malaysia. Tan, A. H. (2002). The lower secondary school history curriculum (ICSS): A study of teachers' thinking on the statements of intent and their implementation. Prosiding Seminar kebangsaan Penyelidikan dan Pembangunan Dalam Pendidikan (ms. 307-321). Kuala Lumpur: Bahagian Penyelidikan dan Pembangunan Dasar Pendidikan, Kementerian Pelajaran Malaysia. Teo Anak Juin. (2006). Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah: bagi pelajar aliran sains dan aliran sastera. Disertasi Ijazah Sarjana. Tidak diterbitkan. Unimas. Tuckman Bruce W. (1985). Evaluating instructional program (2nd ed.). Boston: Allyn and Bacon. Vacca, R. T. & Vacca, J. A. (2005). Content area reading: Literacy and learning across the curriculum (4th ed.). Boston: Allyn and Bacon. Walsh, W. H. (1992). An introduction to philosophy of history. Bristol: Thoemmes Press. Williams, F. & Monge, P. (2001). Reasoning with statistics: how to read quantitative research (5th ed.). Orlando: Harcourt College. Wisniewski, E. J. & Medin, D. L. (1994). On the interaction of theory & data in concept learning. Dalam J. E. Erickson, S., Chin-Parker, & B. H. Ross (2005). Inference & classification learning of abstract coherent categories, Journal of Experimental Psychology: Learning, memory, and cognition, 31(1), 86-99. Zaharah Hassan, Fazilah Idris dan Khalim Zainal. (2009, Disember). Keberkesanan Penyampaian Kuliah. Seminar Pendidikan Sains Sosial: Meningkatkan kualiti pengajaran dan pembelajaran di pengajian tinggi. Bangi. Universiti Kebangsaan Malaysia. m.s. 610-618.

Keberkesanan kaedah pengajaran perbandingan konsep dalam pembelajaran konsep sejarah bagi pelajar tingkatan empat

Similar Items