Kaedah Pengajaran Sejarah yang Diminati Pelajar dan Justifikasinya

Kaedah pengajaran merupakan elemen penting dalam merangsang minat seterusnya pencapaian pelajar dalam sesuatu mata pelajaran, lebih-lebih lagi bagi mata pelajaran Sejarah yang dianggap sebagai mata pelajaran yang membosankan sejak dahulu lagi. Jesturu itu, objektif kajian ini ialah mengenalpasti kaedah pengajaran yang diminati oleh para pelajar pra universiti khususnya pelajar yang mengambil mata pelajaran Sejarah dan sebab-sebab yang mendorong pelajar meminati kaedah tersebut. Kajian ini menggunakan reka bentuk kualitatif yang menggabungkan dua kaedah yang utama iaitu temu bual dan pemerhatian. Persampelan bertujuan digunakan dalam kajian ini. Sampel kajian terdiri daripada empat orang pelajar yang mengambil mata pelajaran Sejarah pada peringkat Sijil Tinggi Persekolahan Malaysia (STPM) di daerah Kota Kinabalu. Dapatan kajian ini dapat dilihat dari tema utama kajian yang wujud iaitu kaedah pelajar minati serta justifikasi pemilihan kaedah tersebut dikalangan pelajar. Secara keseluruhannya, dapatan kajian menunjukkan wujud kepelbagaian kaedah para pelajar minati iaitu kaedah pembentangan, sesi soal jawab, Gallery Walk dan perbahasan. Seterusnya, selain dapat memupuk pelbagai kemahiran baru, meningkatkan motivasi, minat seterusnya meningkatkan pencapaian pelajar merupakan justifikasi yang diberikan para pelajar terhadap pemilihan kaedah di kalangan pelajar. Oleh yang demikian, guru berperanan penting memilih kaedah pengajaran yang bersesuaian dengan kehendak pelajar sepanjang proses pengajaran dan pembelajaran bagi memastikan objektif pengajaran dan pembelajaran dapat dicapai

The teaching of history in secondary schools

History subject is often seen as a boring subject. It has a lot of old facts that students find it difficult to memorize. This is the common complaint from secondary school students when asked about the History subject. This qualitative study is carried out to uncover the underlying reasons why History is seen as a boring subject. Methods such as observations, interviews and review of documents are used to gather the data. There are nine History teachers participated in this study. They have been observed, interviewed and the relevant documents were reviewed to find out their teaching approach and to identify the reasons for the approach to be implemented. The finding shows that these participants are using teacher-centred approach with conventional teaching activities and excessive used of the textbook. The main reason given for such teaching is the constraint of time. These teachers have to complete teaching the syllabus before the centralized exam being held. As a result of such teaching the values, especially the patriotic values, which was emphasized in the curriculum of this subject is last inculcated in the teaching. Based on the finding, it can be concluded that the examination is the underlying reason for the subject to be seen as a boring subject. These teachers do not have many options to change their approach of teaching History. Since the centralize examination is compulsory, therefore, teachers have to be creative and innovative in order to make the teaching of History more interesting for the students and the patriotic values can be inculcated

Historical Thinking Skills- The Forgotten Skills?

This article explains the discipline structure of History subject in Malaysia. The discipline consists of five concepts: Historical Inquiry, Historical Information Gathering, Historical Thinking Skills (HTS), Historical Explanation, Understanding History and Empathy. Among the five concepts, this article discusses HTS which has been specifically emphasizes in the curriculum. Inclusive in the discussion is the meaning of HTS and the skills it covers - Understanding Chronology, Discovering Historical Evidence, Interpretation, Imagination and Rationalize Facts; its present application in the teaching of history in the classroom, the possibility of its inculcation in the teaching, and the significance of HTS if taught to the younger generation. Keywords: Historical Thinking Skills, History Teaching, History Learning, Historical Inquir

Penggunaan peta pemikiran m-cycle dalam pengajaran bahasa melayu bagi murid pekak: satu kajian tindakan di sekolah pendidikan khas

Kajian tindakan ini bertujuan untuk menyelesaikan masalah-masalah dalam penguasaan kosa kata bahasa Melayu yang dihadapi oleh murid pekak di sebuah Sekolah Pendidikan Khas di Sabah, Malaysia. Peta Pemikiran M-Cycle iaitu adaptasi daripada Peta Pemikiran [1] telah digunakan sebagai bahan intervensi dalam kajian ini. Seramai empat orang murid pekak telah terlibat dalam kajian ini. Data pemerhatian, temu bual dan soal selidik sosiometri telah dikumpulkan dan ditriangulasikan untuk melihat pencapaian objektif kajian sekali gus menjawab persoalan kajian. Kajian ini berpandukan reka bentuk model kajian tindakan [2]. Pelaksanaan kajian telah dijalankan sebanyak dua kitaran. Dapatan kajian mendapati bahawa terdapat penambahbaikan yang ketara dalam penguasaan kosa kata murid selepas pelaksanaan tindakan. Penggunaan Peta Pemikiran M-Cycle yang diintegrasikan dengan kaedah-kaedah pedagogi yang sesuai telah dapat membantu murid pekak menguasai kosa kata bahasa Melayu dengan lebih baik

Creating teaching and learning materials for kadazandusun as a less commonly taught language based on elements of learning style preferences of kadazandusun learners in UMS

In University Malaysia Sabah (UMS), Kadazandusun (KD) is offered as a foreign language (or third language) to Malaysian learners of other ethnic groups. As KD is a less commonly taught language, it is still in the process of “developing”, including in the aspect of teaching and learning materials. In this paper, we present the results of a quantitative survey of learning styles of 132 learners of Kadazandusun as a foreign language in UMS. From the findings, we suggests ways to include the elements of the learners’ preferred LS to create KD teaching and learning materials. In conducting the study, the Learning Style Survey (LLS) developed by Cohen, Oxford and Chi (2002) was utilized. Three domains of LSS: perceptual, psychological, and cognitive learning styles are included in the questionnaire which are elicited using 110 items. SPSS version 26 was used to analyse the completed questionnaire. It was revealed that in the area of Sensory Learning, a majority of the learners are visually oriented. In the three areas of psychological learning style, the preferences are introverted, random intuitive and closure-oriented. Whereas in the seven aspects of cognitive learning style assessed, the preferences are particular, analytical, sharpener, deductive, field independent, reflective and metaphoric. Based on the dominant preferences of LS, we propose how the elements can be used to create teaching and learning materials for KD

Parenting Styles of The Kadazandusun Community in Rural Areas of Sabah in Ensuring Child’s Success in School

Today, many KadazanDusun children who live in rural areas, whose parents are without educational background and earn a living as farmers, have successfully entered public tertiary level education institutions (IPTA) or private tertiary level education institutions (IPTS). This development has prompted this study to identify the parenting styles involved in ensuring the success of children in school and thus succeeding in furthering to tertiary level. For data collection, this study choses the qualitative approach. Thus, to obtain the required data, interviews were carried out with parents who have more than one child studying at IPTA/IPTS, self-employed in their hometown and had no opportunity to formal education. The respondents were chosen through purposive and snowball selection. The findings show that both authoritarian and authoritative parenting styles are practiced by the KadazanDusun parents in ensuring that children are successful in school. The children who were also interviewed agreed these styles are practiced because of the difficulties in the parents’ lives due to the lack of good education. Therefore, the parents want to ensure their children to succeed in their education for a better future. The parents do not want their economic problems which they are facing now to be inherited by their children

For the greater good: Resolving differences in opinions on the standard indigenous language in Sabah

Bahasa Kadazandusun or BKD is the sole indigenous language offered in schools in Sabah, initially under the Pupils’ Own Language (POL) program based on the Education Act 1966. Different reactions to-wards BKD come from various concerned stakeholders i.e., ethnic societies, cultural bodies, and political organizations within the Kadazan and Dusun Orang Asal communities that make up almost 30% of the population of Sabah. Views on BKD range from critical and hardline positions to support and tolerance. Differing opinions can be read in the media due to the press statements by organizations or individuals reported in the news. However, one group whose opinions are rarely heard within the debates is the Orang Asal parents whose children are BKD learners at schools. This paper extracts findings from a larger study conducted to investigate the views and perspectives of stakeholders on the teaching and learning of the Kadazandusun language. In particular, this paper discusses relevant extracts from focus group discussions specifically with par-ents (n = 294) from five districts (Tambunan, Keningau, Kudat, Kota Marudu, and Tuaran). The study found that Orang Asal parents who are non-Kadazan or non-Dusun speakers are supportive of the BKD’s position and role as the sole indigenous language option taught in the national education system while recognizing that they want their indigenous languages to be transmitted to their younger generation, the parents also strongly encourage for inclusion of other ethnic languages in the system, formally or informally. This study found that the acceptance and tolerance shown by the parents, though themselves not speakers of Kadazandusun, are consistent with the sense of community present within indigenous communities in Sabah. The support given by non-Kadazandusun speakers to the standard language points to existing social harmony in a multicultural and multilingual society in Sabah. This paper also discusses at length the history behind the establishment of BKD and language standardization ideology within indigenous communities’ context

Etymology of the Term “Dusun” from Literature Perspectives of Old Written Record

For a long time, the term "Dusun" has captivated our curiosity. Its origin is unmistakably an exonym. However, few people have written about it, synthesized it, or can explain it in depth. Thanks to advances in information technology, now it is possible to assemble documents or record about historical Borneo from diverse sources around the world. The tasks of collecting historical materials from the colonial of a bygone era has become easier. Due to this, it is a good time to explore a fresh perspective on the historical phases of this ethnic category. To describe the evolution of the phrase, the study includes explorers' journals, semi autobiographies, historical sources, and other written scientific studies

For the greater good : resolving differences in opinions on the standard indigenous language in Sabah

Bahasa Kadazandusun or BKD is the sole indigenous language offered in schools in Sabah, initially under the Pupils’ Own Language (POL) program based on the Education Act 1966. Different reactions towards BKD come from various concerned stakeholders i.e., ethnic societies, cultural bodies, and political organizations within the Kadazan and Dusun Orang Asal communities that make up almost 30% of the population of Sabah. Views on BKD range from critical and hardline positions to support and tolerance. Differing opinions can be read in the media due to the press statements by organizations or individuals reported in the news. However, one group whose opinions are rarely heard within the debates is the Orang Asal parents whose children are BKD learners at schools. This paper extracts findings from a larger study conducted to investigate the views and perspectives of stakeholders on the teaching and learning of the Kadazandusun language. In particular, this paper discusses relevant extracts from focus group discussions specifically with parents (n = 294) from five districts (Tambunan, Keningau, Kudat, Kota Marudu, and Tuaran). The study found that Orang Asal parents who are non-Kadazan or non-Dusun speakers are supportive of the BKD’s position and role as the sole indigenous language option taught in the national education system while recognizing that they want their indigenous languages to be transmitted to their younger generation, the parents also strongly encourage for inclusion of other ethnic languages in the system, formally or informally. This study found that the acceptance and tolerance shown by the parents, though themselves not speakers of Kadazandusun, are consistent with the sense of community present within indigenous communities in Sabah. The support given by non-Kadazandusun speakers to the standard language points to existing social harmony in a multicultural and multilingual society in Sabah. This paper also discusses at length the history behind the establishment of BKD and language standardization ideology within indigenous communities’ context

Ciri Personaliti Berkualiti Guru Sejarah Tingkatan Enam

Penjenamaan semula Tingkatan Enam yang bermula pada tahun 2012 membawa kepada perubahan dalam pentaksiran dan penilaian prestasi pelajar. Ini bermaksud apabila berlaku perubahan dalam pentaksiran dan penilaian prestasi maka berlaku juga perubahan dalam kurikulum. Kumpulan yang menerima impak daripada setiap perubahan yang terjadi adalah guru dan pelajar. Oleh itu, kajian ini, yang menggunakan pendekatan kualitatif, dilakukan untuk meneroka ciri personaliti berkualiti guru tingkatan Enam, khususnya bagi mata pelajaran Sejarah. Pengetahuan ini sedikit sebanyak dapat membantu guru dan pelajar menangani impak perubahan kurikulum yang dihadapi. Model The Big Five Personality telah dijadikan sebagai benchmark untuk menerangkan ciri personaliti berkualiti tersebut. Setelah data yang diperolehi menggunakan kaedah temubual, pemerhatian dan tinjauan dokumen dianalisis, kajian ini mendapati terdapat beberapa keadaan yang menjadi ciri personaliti berkualiti guru sejarah tingkatan Enam di tempat kajian dilakukan