Hubungan Antara Minat Guru Dengan Tahap Penggunaan Sejarah Dunia Dalam Pdpc Sejarah
Abstract
Dalam usaha melaksanakan rancangan pendidikan negara, peranan guru adalah paling utama kerana mereka merupakan pelaksana secara langsung terhadap murid-murid. Dalam pada itu, minat guru memainkan peranan penting kerana akan memberi kesan kepada tanggapan guru terhadap kaedah pengajaran dan juga hasil pembelajaran mereka. Namun begitu, kajian terhadap minat selalunya fokus kepada pelajar manakala kajian yang meninjau pengaruh minat guru terutamanya guru sejarah adalah amat kurang. Kajian berbentuk tinjauan deskriptif ini bertujuan untuk mengenalpasti tahap minat guru Sejarah terhadap Sejarah Dunia, seterusnya mengetahui hubungan antara minat guru sejarah dengan tahap penggunaan Sejarah Dunia dalam PdPC sejarah. Seramai 100 orang guru sejarah di SJKC Daerah Kinta Utara menjadi sampel kajian dan mereka dipilih melalui teknik persampelan rawak mudah. Instrumen kajian ini ialah set soal selidik yang dilahir daripada Teacher Interest Scale (TIS) serta soal selidik tahap penggunaan Sejarah Dunia yang telah diadaptasi dan diubahsuai. Data kajian ini dianalisis menggunakan skor min dan peratusan bagi tahap minat dan tahap penggunaan manakala ujian korelasi Spearman Rho terhadap hubungan antara minat dan motivasi dengan tahap penggunaan Sejarah Dunia dengan menggunakan perisian SPSS Statistics Versi 28. Dapatan kajian ini mendapati bahawa tahap minat guru terhadap Sejarah Dunia adalah tinggi manakala tahap penggunaan Sejarah Dunia adalah sederhana. Selain itu, dapatan kajian ini juga menunjukkan bahawa terdapat hubungan positif dan signifikan bagi minat dengan tahap penggunaan Sejarah Dunia oleh guru sejarah. Kajian ini membuktikan bahawa minat akan memberi pengaruh terhadap amalan pengajaran guru.
References
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Sivapakkiam, R., Fadzilah Abd. Rahman, Ismail, H., Umi Kalthom & Rozita Radhiah Said. (2016). Teachers’ Levels of Knowledge and Interest on Higher Order Thinking Skills (HOTS) According to the Field Taught and Category of Schools. Journal of Modern Education Review, 6(9), 611-621. Doi: 10.15341/jmer(2155- 7993)/09.06.2016/005.
Watt, H., Richardson, P., & Morris, Z. (2017). Divided by Discipline?: Contrasting Motivations, Perceptions and Background Characteristics of Beginning Australian English and Mathematics Teachers. Cambridge: Cambridge University Press. https://doi. org/10.1017/9781316225202.012
Weinland, T.P. (2012). Planning the World History Course: A Reasoned Approach to Omission. Social Education 76(1), 7–9.
Altay Eren. (2015). Prospective teachers’ interest in teaching, professional plans about teaching and career choice satisfaction: A relevant framework? Australian Journal of Education 56(3), 303–318.
Baharuddin, S.H. & Badusah, J. (2015). Tahap Penggunaan Web 2.0 Dalam Pengajaran Guru Bahasa Melayu Sekolah Menengah. Jurnal Pendidikan Bahasa Melayu–JPBM 5(2), 38- 48.
Bond, T G. & Fox, C.M. (2015). Applying the Rasch Model Fundamental Measurement in the Human Sciences. Ed. ke-3. New Jersey, Erlbaum.
Girard, B. & Harris, L., M. (2018). Global and World History Education. DOI:10.1002/9781119100812.ch10
Glutsch, N. & König, J. (2019). Pre-service teachers’ motivations for choosing teaching as a career: does subject interest matter? Journal of Education for Teaching 45(5), 494- 510. https://doi.org/10.1080/02607476.2019.1674560
Grever, M., Pelzer, B. & Haydn, T. (2011). High school students' views on history. Journal of Curriculum Studies 43(2), 207-229. DOI: 10.1080/00220272.2010.542832
Harris, R. & Burn, K. (2015). English history teachers’ views on what substantive content young people should be taught. Journal of Curriculum Studies, 48(4). DOI:10.1080/00220272.2015.1122091
Havia, J., Lutovac, S., Komulainen, T. & Kaasila, R. (2021). Preservice Subject Teachers’ Lack of Interest in Their Minor Subject: Is It a Problem? International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10277- 3
Hemmer, I.& Hemmer, M. (2017). Teachers’ Interests in Geography Topics and Regions–How they Differ from Students’ Interests? Empirical Findings, RIGEO 7(1), 9- 23.
Hulleman, C. (2010). Interest in teaching: Affective and value-based components. American Educational Research Association, Denver.
Ibrahim, N. F. (2021). Psychological Views on The Importance of Interest and Motivation in Teaching Profession. Jurnal Penyelidikan Sains Sosial (JOSSR) 4(10), 166-176.
Ismail, S., Saad, R., Ahmad Radzi, N.A., Idris, N.A. & Mohd Aziz, N.E. (2021). Tahap Penggunaan Inovasi Teknologi Maklumat Dan Komunikasi (ICT) Dalam Pengajaran Dan Pembelajaran (PdP) Pensyarah Kolej Universiti Islam Melaka. Jurnal Ulwan Special Issue II: Wanita dan Kesejahteraan Ummah 6(2), 173-194.
Jaihu, E. (2021). Teachers' Perspectives and Practices on Effective Teaching Methods and Strategies at a Primary School in Prishtina. TARBIYA: Journal of Education in Muslim Society 8(1), 82-95. doi:10.15408/tjems.v8i1.20451.
Karbasi, F. & Ghanizadeh, A. (2017). The Motivational Dynamics of EFL Teachers: Goal, Setting, Intrinsic Interest, And Teaching Effectiveness. European Journal of Education Studies 3(6).
Kementerian Pendidikan Malaysia (KPM). (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025.
Long, J. F. & Woolfolk Hoy, A. (2006). Interested instructors: A composite portrait of individual differences and effectiveness. Teaching and Teacher Education 22(2006), 303–314.
Long, J.F. (2003). Connecting with the content: how teacher intrest affects student interest in a core course. Tesis Dr. Fal, Ohio State University.
Mohd Majid Konting. (2004). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Mumba, F., Miles, E. & Chabalengula, V. (2019). Elementary Education In-service Teachers’ Familiarity, Interest, Conceptual Knowledge and Performance on Science Process Skills. Journal of STEM Teacher Education 53(2), 3. DOI: https://doi.org/10.30707/JSTE53.2
Nygren, T. (2011). UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960–2002. Education Inquiry 2(1), 37-60. DOI: 10.3402/ edui.v2i1.21961
Omar, I.M., Mamat, S., Sulaiman, S. & Ismail, N.A. (2021). Tahap Pengetahuan Teknologi, Kemahiran Dan Penggunaan Tmk Dalam Pengajaran Dan Pemudahcaraan Komsas Guru Bahasa Melayu di Kelantan. Jurnal Kepimpinan Pendidikan 8(1)
Poulsen, J. A. (2013). What about global History? Dilemmas in the selection of content in the school subject history. Education Sciences 3(4), 403–420.
Pozas, M. & Letzel, V. (2021). Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles. Open Education Studies, 3(1), 163-175. https://doi.org/10.1515/edu-2020-0151
Reichhart, B. (2018). Teacher professionality in Political education. A study concerning motivational orientations and beliefs in science education. Wiesbaden: Springer VS
Richter, D., Kleinknecht, M. & Gröschner, A. (2019). What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities, Teaching and Teacher Education 86, 102929, https://doi.org/10.1016/j.tate.2019.102929
Sardiman. (2019). Interaksi & Motivasi Belajar Mengajar. Jakarta: PT Raja Grafindo Persada.
Schiefele, U, Streblow, L & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for educational research online 5(1), 7-37. DOI: 10.25656/01:8018
Schiefele, U. & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology 42, 159–171. http://dx.doi.org/10.1016/j.cedpsych.2015.06.005
Schober, P., & Schwarte, L. A. (2018). Correlation coefficients: Appropriate use and interpretation. Anesthesia and Analgesia, 126(5), 1763–1768. https://doi.org/10.1213/ANE.0000000000002864
Schulz, R., Isabwe, G. M. & Reichert, F. (2015). Investigating Teachers Motivation to Use leT Tools in Higher Education. Conference in Internet Technologies and Applications (ITA). DOI:10.1109/ITechA.2015.7317371
Shen, L. & Luen, L.C. (2022). The Relationship between Pre-service Preschool Teachers’ Interest and Career Choice Satisfaction in China. International Journal of Academic Research in Progressive Education and Development 11(1), 310–318. DOI:10.6007/IJARPED/v11-i1/11681
Sivapakkiam, R., Fadzilah Abd. Rahman, Ismail, H., Umi Kalthom & Rozita Radhiah Said. (2016). Teachers’ Levels of Knowledge and Interest on Higher Order Thinking Skills (HOTS) According to the Field Taught and Category of Schools. Journal of Modern Education Review, 6(9), 611-621. Doi: 10.15341/jmer(2155- 7993)/09.06.2016/005.
Watt, H., Richardson, P., & Morris, Z. (2017). Divided by Discipline?: Contrasting Motivations, Perceptions and Background Characteristics of Beginning Australian English and Mathematics Teachers. Cambridge: Cambridge University Press. https://doi. org/10.1017/9781316225202.012
Weinland, T.P. (2012). Planning the World History Course: A Reasoned Approach to Omission. Social Education 76(1), 7–9.
Published
2023-06-01
How to Cite
KAH YEE, Lee; AHMAD, Anuar.
Hubungan Antara Minat Guru Dengan Tahap Penggunaan Sejarah Dunia Dalam Pdpc Sejarah.
Jurnal Dunia Pendidikan, [S.l.], v. 5, n. 1, p. 1-13, june 2023.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/22552>. Date accessed: 14 oct. 2024.
Section
Articles
