TAHAP KESEDIAAN GURU SEJARAH SEKOLAH RENDAH DALAM MELAKSANAKAN PEMBELAJARAN BERASASKAN PROJEK (PBP) [LEVEL OF READINESS OF PRIMARY SCHOOL HISTORY TEACHERS IN IMPLEMENTING PROJECT-BASED LEARNING (PBL)]
Keywords:
Pembelajaran berasaskan Projek, kesediaan, pengetahuan, kemahiran, sikap, Project-Based Learning, Readiness, Knowledge, Skills, AttitudesAbstract
Abstrak Pembelajaran Berasaskan Projek (PBP) dilihat sebagai satu pendekatan pedagogi yang berpotensi menyokong pembangunan kemahiran berfikir aras tinggi, kolaborasi serta penghayatan nilai dan warisan sejarah. Kajian ini bertujuan untuk menilai tahap kesediaan guru Sejarah sekolah rendah dalam melaksanakan PBP serta menganalisis hubungan antara pengetahuan, kemahiran dan sikap guru terhadap pelaksanaan pendekatan tersebut. Kajian kuantitatif berbentuk tinjauan ini melibatkan seramai 150 orang guru Sejarah dan menggunakan borang soal selidik sebagai instrumen kajian. Data dianalisis menggunakan perisian SPSS melalui analisis deskriptif dan Korelasi Pearson. Dapatan kajian menunjukkan bahawa tahap pengetahuan, kemahiran dan sikap guru terhadap PBP berada pada tahap sederhana tinggi, serta wujud hubungan positif yang signifikan antara ketiga-tiga pemboleh ubah tersebut. Implikasi kajian ini menekankan keperluan pembangunan profesional berterusan dan latihan pedagogi berfokuskan PBP oleh pihak berkepentingan bagi meningkatkan tahap kesediaan guru, seterusnya menyokong pelaksanaan pengajaran Sejarah yang lebih berkesan dan bermakna.
Abstract: This study aims to examine the level of readiness of primary school History teachers in implementing Project-Based Learning (PBL) and to analyse the relationship between teachers’ knowledge, skills, and attitudes towards the implementation of this approach. This quantitative survey-based study involved 150 History teachers and employed a questionnaire as the research instrument. Data were analysed using SPSS through descriptive analysis and Pearson correlation. The findings indicate that teachers’ levels of knowledge, skills, and attitudes towards PBL are at a moderately high level, and that there are significant positive relationships among these three variables. The implications of this study highlight the need for continuous professional development and PBL-focused pedagogical training by relevant stakeholders to enhance teachers’ readiness, thereby supporting more effective and meaningful History teaching.
References
Abbas, A., Rahman, M. N. A., & Yusof, N. 2023. Cabaran pendidikan abad ke-21 dalam era globalisasi dan digitalisasi. Malaysian Journal of Education, 48(2): 15–28.
Abd Hamid, S., Ahmad, M. & Awang, M. M. 2019. Tahap kefahaman guru terhadap pendekatan pembelajaran berasaskan projek dalam mata pelajaran Sejarah. Jurnal Pendidikan Malaysia, 44(1): 23–34.
Ajzen, I. 1991. The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2): 179–211.
Akonoglu, O. 2008. Assessment of the effectiveness of project-based learning. International Journal of Educational Research, 48(4): 222–236.
Afshar, B., Foroutan, M., & Ghiasi, A. 2021. Digital learning and children’s interaction with nature: Educational implications. Journal of Environmental Education, 52(3): 201–215.
Balakrishnan, V., & Salim, S. S. 2007. Sikap guru terhadap inovasi pedagogi dalam bilik darjah. Jurnal Pendidikan, 32: 45–60.
Bahagian Pembangunan Kurikulum. 2021. Dokumen Standard Kurikulum dan Pentaksiran Sejarah Sekolah Rendah. Putrajaya: Kementerian Pendidikan Malaysia.
Bender, W. N. 2012. Project-based learning: Differentiating instruction for the 21st century. Thousand Oaks, CA: Corwin Press.
Buck Institute for Education. 2003. Project-based learning handbook. Novato, CA: Buck Institute for Education.
Chua, Y. P. 2014. Kaedah dan statistik penyelidikan: Asas statistik penyelidikan (Edisi ke-3). Kuala Lumpur: McGraw-Hill Education.
Cincera, J., Johnson, B., & Kovacikova, S. 2021. Fostering students’ engagement through project-based learning. Educational Research Review, 34: 100402.
Dyment, J. E., Hill, A., & Emery, S. 2018. Teachers’ perceptions of outdoor learning and PBL. Teaching and Teacher Education, 72: 86–95.
Fazila, A. & Mohd Mahzan, A. 2019. Amalan pedagogi guru Sejarah dan cabaran pembelajaran berpusatkan murid. Jurnal Kurikulum & Pengajaran Asia Pasifik, 7(2): 1–12.
Foran, A. 2008. Authentic learning in history education. History Teacher, 41(3): 345–360.
Gunter, M. A., Estes, T. H., & Schwab, J. 2014. Instruction: A models approach (6th ed.). Boston: Pearson Education.
Harris, R. 2016. The place of project-based learning in curriculum reform. Curriculum Journal, 27(3): 345–358.
Hashim, S., & Mahamod, Z. 2021. Tahap kemahiran guru dalam pelaksanaan pentaksiran autentik. Jurnal Pendidikan Malaysia, 46(1): 55–66.
Hmelo-Silver, C. E. 2013. Problem-based and project-based learning. Educational Psychology Review, 25(2): 235–266.
Holland, D., Skinner, D., & Cain, C. 2018. History education and social understanding. Journal of Social Studies Research, 42(3): 181–192.
James Ang, J. H. 2017. Kemahiran pemikiran sejarah dalam pendidikan Sejarah. Jurnal Pendidikan Sejarah, 5(1): 14–26.
Kelly, J., Knowles, A., & Han, J. 2023. Enhancing historical thinking through project-based learning. International Journal of History Education, 27(1): 1–18.
Kokotsaki, D., Menzies, V., & Wiggins, A. 2016. Project-based learning: A review of the literature. Improving Schools, 19(3): 267–277.
Krejcie, R. V., & Morgan, D. W. 1970. Determining sample size for research activities. Educational and Psychological Measurement, 30(3): 607–610.
Larmer, J., Mergendoller, J. R., & Boss, S. 2015. Setting the standard for project-based learning. Alexandria, VA: ASCD.
Lee, J., Kim, H., & Kim, J. 2014. Inquiry-based project learning in Asian classrooms. Asia Pacific Education Review, 15(2): 321–331.
Lonka, K., Hietajärvi, L., & Tuominen, H. 2018. Phenomenon-based learning in Finland. Learning and Instruction, 55: 30–43.
Meng, C., Idris, N., & Eu, L. K. (2023). Teachers’ attitudes towards innovative assessment practices. Assessment in Education, 30(2): 210–225.
Mills, G. E., & Gay, L. R. 2016. Educational research: Competencies for analysis and applications (11th ed.). Boston: Pearson Education.
Mohamad Ikhwan, M., & Anuar Ahmad. 2018. Pembelajaran Sejarah berasaskan pengalaman. Jurnal Pendidikan Sejarah, 6(2): 33–45.
Mohamad, S., Fadzil, H. M., & Ali, M. M. 2021. Pelaksanaan PBP dalam Kurikulum Standard Sekolah Rendah. Jurnal Pendidikan Malaysia, 46(2): 89–101.
Noraini, M. N., Halim, L., & Liana, N. 2019. Kefahaman guru terhadap pentaksiran autentik. Jurnal Penyelidikan Pendidikan, 20: 101–114.
Nunnally, J. C., & Bernstein, I. H. 1994. Psychometric theory (3rd ed.). New York: McGraw-Hill.
Oikonomou, A. 2012. Teachers’ conceptual understanding of project-based learning. Journal of Educational Studies, 38(4): 345–360.
Ozerk, K. 2020. Teaching practices and teacher professionalism. Educational Review, 72(4): 456–470.
Palavan, O., Cicek, V., & Atabay, M. 2016. Teachers’ readiness for project-based learning. Educational Sciences: Theory & Practice, 16(4): 1237–1255.
Parker, J. 2022. Teacher concerns in outdoor and project-based learning. Journal of Experiential Education, 45(1): 65–80.
Parry, W., & Allison, P. 2019. Experiential learning and outdoor education. Journal of Adventure Education, 22(3): 213–226.
Prasetya, A., Segara, N. B., & Imron, A. 2020. Measuring teachers’ readiness for PBL implementation. International Journal of Instruction, 13(4): 635–650.
Rehman, A., Shaheen, S., & Kazi, A. S. 2024. Project-based learning and 21st century skills. Education and Information Technologies, 29: 145–162.
Speedlin, S. 2010. Managing student behavior in outdoor learning environments. Journal of Outdoor Education, 14(2): 25–37.
Sulaiman, T., Rahman, A., & Nasir, M. 2017. Kesediaan guru terhadap inovasi pedagogi. Jurnal Pendidikan Malaysia, 42(2): 67–78.
Tamim, R. M., & Grant, M. M. 2013. Definitions and uses of project-based learning in different educational settings. Educational Research Review, 10: 1–15.
Tumanduk, J., Abdullah, N., & Yusoff, M. 2018. Kesediaan guru dan transformasi pendidikan. Malaysian Journal of Learning and Instruction, 15(1): 55–72.
Vlachopoulos, D. 2024. Project-based learning in higher and school education. Education Sciences, 14(1): 45.
Vincent-Lancrin, S., González-Sancho, C., & Bouckaert, M. 2019. Artificial intelligence and the future of education. Paris: OECD Publishing.
Waite, S. 2011. Teaching and learning outside the classroom. London: Routledge.
Wang, X., Liu, M., & Hwang, G. J. 2023. Project-based learning and meaningful learning. Computers & Education, 191: 104646.
Wayne Ross, E. 2019. Critical theories in social studies education. New York: Routledge.
