The Skills of Using History Textbooks in Secondary School

Ahmad, Abdul Razaq; Awang, Mohd Mahzan; Seman, Ahmad Ali; Abdullah, Rohani

doi:10.5539/ass.v9n12p229

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…A lot of students claimed history subject is boring and it fails to stimulate one to think. Ahmad, Awang, Seman, & Abdullah (2013) have supported the statement with the same finding that the main focus of the subject is on memorizing; consequently students are not exposed to critical and creative thinking. Teaching history is traditional in a oneway manner which focuses mainly on teacher and it is not interactive.…”

Section: Problems and Challenges In Inculcating History Thinking Skillssupporting

confidence: 65%

“…Aziz & Azleena (2007) maintains that the teachers have to be responsible to expand and inculcate students' thinking process; and stimulate and expand students' thinking ability by using various methods and teaching techniques. Ahmad, Awang, Seman, & Abdullah (2013) argue that teachers should also be able to use the textbooks effectively. However, an effective History teacher should not depend so much on textbooks as the teacher should have in-depth understanding on historical facts as well as pedagogical knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia

Awang¹,

Ahmad²,

Yakub³

et al. 2016

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This comparative study examined student thinking skills and their attitudes towards learning History. Respondents were pre-service teachers who enrolled in the History Education Program from two education universities in Malaysia and Indonesia. The historical thinking skills (HTS) and their attitudes examined in this study are: chronological skills, facts exploration skills, imagination skills, interpretation skills and rationalization skills. A set of questionnaire was used to gain data. Data analyses involved descriptive and inferential analysis. A Cronbach Alpha score obtained from a pilot indicated that all constructs were at a high reliability level (between 0.73 and 0.89). Data collection was carried out in Malaysia and Indonesia involving 260 respondents. The results of this study demonstrated that there was a high level of Historical Thinking Skills (HTS) among teacher trainees from both countries. Detailed result indicated that Malaysian teachers have a higher level of the following historical thinking skills: facts exploration, interpretation skills and rationalization. However, results show that that none of these historical skills have statistically differences. This means that historical skills among teachers in both countries are similar. Overall, the current study suggests intensive training to promote historical thinking skills among teacher trainees from both countries. Implication towards teaching practices is discussed.

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Section: Problems and Challenges In Inculcating History Thinking Skillssupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia

Awang¹,

Ahmad²,

Yakub³

et al. 2016

Self Cite

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“…İn teaching history, a textbook is one of the important teaching aids because it contains the extensive materials (Ahmad, 2013). However, most teachers use the textbook as the standard in the teaching.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Teaching Materials of History to Improve the Political Awareness at SMA Katolik Diponegoro Blitar, Indonesia

Kurniawan¹,

Akhyar²,

Susanto³

2019

International Journal of Educational Research Review

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This study aimed to find out the effectiveness of teaching materials of the struggle of Todung Sutan Gunung Mulia to improve the students' political awareness. This study was conducted in class XI of Specialization in Linguistics, Sciences, and Social Sciences for the Indonesian history subject at SMA Katolik Diponegoro Blitar. The approach used in this research was the quasi-experimental approach with the pretest posttest control group design. The population and sample in this research were determined using the random sampling technique. The techniques of analyzing data used in this research were normality test, homogeneity test, mean similarity test and effectiveness test. The result of the research showed that the students who learned the history using the teaching materials of the struggle of Todung Sutan Gunung Mulia had the higher political awareness if compared to the students who were not provided with the treatment (the lecture method). This could be proven that there was a positive and significant improvement after the students were provided by the treatment in the experimental classroom. The average score of the students' political awareness which was initially 160.56 increased to 177.64, while the average score in the control classroom did not have a positive and significant improvement. The average score of the students' political awareness which was initially 163.24 increased to 174.80. The increased score of the political awareness in the control classroom was not significant if compared to the experimental classroom.

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“…Hence, this group of students need helps particularly in developing their cognitive skills. Scholars in History Education suggested that the best effort is by treating their academic aspect through a variety, yet appropriate teaching methods (Bruer, 1993;Ahmad, Awang, Seman & Abdullah, 2013). …”

Section: Introductionmentioning

confidence: 99%

Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History

Ahmad¹,

Seman²,

Awang³

et al. 2014

ACH

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This study aimed at investigating the enhancement of motivation among low achievement students in the History lesson, after the multiple intelligence theory was integrated in teachers' teaching practices. The teachers were expected to apply a new approach with various teaching activities to motivate students to learn. The sample consisted of 68 low achievement students, who were then divided into two groups: 34 students were treated in the treatment group, while another 34 students were put in the control group. This is a quasi-experiment of non equivalent control group design. The questionnaire was distributed to students of both groups, to test the effectiveness of the integration approach. Analysis of the mean and standard deviation was conducted for both groups, while the null hypothesis was tested by the t-test. Based on the pre-test, there was no significant difference between the two groups. The post-test recorded significant motivational differences between the two groups studied. It was determined that the integrated History lesson with multiple intelligences had increased the level of motivation among students in the treatment group. This shows that diversity of methods and activities undertaken were able to change students' perception about the History subject and had increased their interests to learn History. Hence, it can be concluded that integrated multiple intelligence activities are able to increase students' motivation to learn History.

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The Skills of Using History Textbooks in Secondary School

Cited by 8 publications

References 2 publications

Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia

Historical Thinking Skills among Pre-Service Teachers in Indonesia and Malaysia

Effectiveness of Teaching Materials of History to Improve the Political Awareness at SMA Katolik Diponegoro Blitar, Indonesia

Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History

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