PENGUASAAN TOPIK KEBANGKITAN NASIONALISME DALAM KALANGAN MURID TINGKATAN 4 MELALUI PEMBELAJARAN TERADUN [ENHANCING FORM FOUR STUDENTS’ MASTERY OF THE “RISE OF NATIONALISM” TOPIC IN HISTORY THROUGH BLENDED LEARNING]
Keywords:
pembelajaran teradun, penguasaan Sejarah, motivasi dan minat, persepsi murid, luar bandar, blended learning, History mastery, motivation and interest, students’ perception, rural educationAbstract
Abstrak: Kebergantungan pedagogi Sejarah kepada pendekatan hafalan di sekolah luar bandar terus membataskan pembinaan kefahaman konseptual murid, sekali gus menuntut inovasi pengajaran yang lebih bermakna. Kajian ini menilai keberkesanan pembelajaran teradun terhadap penguasaan murid Tingkatan 4 dalam topik Kebangkitan Nasionalisme di sebuah sekolah menengah luar bandar di Sabah. Reka bentuk pra-eksperimen satu kumpulan dengan ujian pra dan pasca digunakan melibatkan 100 orang murid, disokong soal selidik bagi mengukur persepsi, motivasi dan minat. Analisis ujian-t sampel berpasangan menunjukkan peningkatan penguasaan yang signifikan selepas intervensi (t(99) = 18.783, p < 0.001). Walaupun persepsi murid terhadap pembelajaran teradun berada pada tahap tinggi, korelasi dengan pencapaian tidak signifikan (r = −0.099, p = 0.329). Sebaliknya, motivasi dan minat menunjukkan hubungan signifikan tetapi lemah dengan penguasaan Sejarah (r = 0.197, p = 0.049), menandakan peranannya sebagai pemangkin penglibatan pembelajaran. Dapatan ini menegaskan bahawa keberkesanan pembelajaran teradun bergantung pada reka bentuk pedagogi yang sistematik dan bimbingan guru yang konsisten, bukan persepsi positif semata-mata. Kajian ini memperluas bukti empirikal keberkesanan pembelajaran teradun ke konteks pendidikan Sejarah luar bandar, serta memberi implikasi praktikal kepada guru dan pengurusan sekolah untuk merancang pengajaran yang lebih aktif, fleksibel dan berpusatkan murid melalui sokongan infrastruktur digital dan latihan profesional berterusan.
Abstract: The continued reliance on rote-based History pedagogy in rural schools constrains students’ conceptual understanding, highlighting the need for more meaningful instructional innovation. This study examined the effectiveness of blended learning in enhancing Form Four students’ mastery of the Rise of Nationalism topic in a rural secondary school in Sabah, Malaysia. A one-group pre-experimental design with pre- and post-tests was employed involving 100 students, complemented by a questionnaire measuring students’ perceptions, motivation, and interest. Paired-sample t-test results revealed a significant improvement in students’ mastery following the intervention (t(99) = 18.783, p < 0.001). Although students reported high levels of positive perception towards blended learning, correlation analysis indicated no significant relationship between perception and academic achievement (r = −0.099, p = .329). In contrast, motivation and interest demonstrated a statistically significant but weak relationship with History mastery (r = 0.197, p = 0.049), suggesting their role as facilitators rather than primary determinants of learning outcomes. These findings underscore that the effectiveness of blended learning depends largely on systematic pedagogical design and consistent teacher guidance, rather than positive learner disposition alone. This study extends empirical evidence on blended learning into rural History education contexts and offers practical implications for teachers and school administrators in designing more active, flexible, and learner-centred instruction supported by strengthened digital infrastructure and continuous professional development.
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