Malaysian Teachers Thinking in History of Islam in Madina: A Qualitative Research
Journal of Contemporary Issues in Business and Government,
2021, Volume 27, Issue 3, Pages 317-328
10.47750/cibg.2021.27.03.045
Abstract
This article is to explores the teaching and learning history teachers in Malaysia. The article being a qualitative case study uses two data collecting approach namely observation and in-depth interview to collect data. Specifically, this article will explore integration of the Historical Thinking Skills (HTS) performed among history teachers in Malaysia who were selected using purposive sampling. First objective of this article are to identify the categories of Historical Thinking Skills (HTS) integrated by pre-service teachers. The other objectives of this article are to find out the categories of Historical Thinking Skills (HTS) often integrated by history teachers in Malaysia. A qualitative analysis showed that all four teachers focused on these two skills: discovering historical evidences and making interpretations. Out of the four participants, only one teacher focused on four skills during the observed lesson: discovering historical evidence, making interpretations, imagination and rationalizing facts in the lesson. This study provides an overall picture of the integration of the HTS by four selected teachers who emphasized on certain skills in their lessons. The implication of this study indicated that different teaching techniques were used by history teacher to facilitate the integration of various HTS in the teaching learning processes. Conclusion, the article provides a picture of the implementation of HTS in Malaysia and suggestions for integration thinking skills like historical thinking skills are offered.
Keywords:
Main Subjects:
- Abdul Razaq Ahmad, & Ahmad Rafaai Ayudin. (2011). History Curriculum Development Model Towards Nation Building of Malaysia. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 12(1), 41. https://doi.org/10.17509/historia.v12i1.12116
- Ahsan, T., & Sharma, U. (2018). Pre-service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in. British Journal of Special Education. https://doi.org/10.1111/1467-8578.12211
- Aktin, K. (2016). A semiotic analysis on the utilization of historical thinking skills in pre-school period. Educational Research and Reviews, 11(15), 1355–1366. https://doi.org/10.5897/err2016.2815
- Ary, D., Irvine, C. K. S., & Walker, D. A. (2018). Introduction to research in education (10th ed.). United State: Cengage.
- Barnes, A. E., Simmons, S., Mekonnen, D., & Ramos-mattoussi, F. (2018). Improving teacher training in Ethiopia :Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1–11.
- Bickford, J. H., & Clabough, J. (2020). Civic action, historical agency, and grassroots advocacy: Historical inquiry into freedom summer. The Social Studies, 111(1), 39–49. https://doi.org/10.1080/00377996.2019.1653252
- Brown, C. P. (2015). Taking and teaching the test are not the same: A case study of first-year teachers experiences in high-stakes contexts. Teachers and Teaching: Theory and Practice, 21(8), 1026–1044. https://doi.org/10.1080/13540602.2015.1005870
- Camacho, D. J., & Legare, J. M. (2015). Opportunities to Create Active Learning Techniques in the Classroom. Journal of Instructional Research, 4, 38–45.
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge. Retrieved from https://id.elsevier.com/as/kiwGy/resume/as/authorization.ping%0Ahttp://files/906/authorization.html
- Creswell, J. W. (2014). Research Design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage Publication.
- Dahalan, S. C., & Ahmad, A. R. (2018). Aims of history education in developed countries : A systematic literature review. International Journal of Academic Research in Business and Social Science, 8(12), 2439–2449. https://doi.org/10.6007/IJARBSS/v8-i12/5625
- Dahalan, S. C., Ahmad, A. R., & Awang, M. M. (2020). The effectiveness of the 21st century teaching history module (21-Cthm) towards high order thinking skills. International Journal of Innovation, Creativity and Change, 12(11), 106–120.
- Dahalan, S. C., & Hashim, N. H. (2016). The implementation of historical thinking skills among teacher trainees in teaching learning process. International Conference on Language, Education and Innovation, 211–218.
- Gagnon, D. J., & Mattingly, M. J. (2015). Rates of beginning teachers: Examining one indicator of school quality in an equity context. Journal of Educational Research, 108(3), 226–235. https://doi.org/10.1080/00220671.2013.878300
- Garrett, H. J. (2013). Before, after, in and beyond teacher education. Teachers and Teaching: Theory and Practice, 19(6), 647–659. https://doi.org/10.1080/13540602.2013.827454
- Heiniger, L. E., Clark, G. I., & Egan, S. J. (2018). Perceptions of Socratic and non-Socratic presentation of information in cognitive behaviour therapy. Journal of Behavior Therapy and Experimental Psychiatry, 58, 106–113. https://doi.org/10.1016/j.jbtep.2017.09.004
- Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2011). Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills. Teaching and Teacher Education, 27(6), 1049–1058. https://doi.org/10.1016/j.tate.2011.03.009
- Hodkinson, A., & Smith, C. (2018). Chronology and the new National curriculum for history :Is it time to refocus the debate? Education 3-13, 46(6), 700–711. https://doi.org/10.1080/03004279.2018.1483804
- Jerome, L. (2017). What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2017.1295808
- Julien, M., Stratton, M., & Clayton, R. (2017). History is not boring :Using social media to bring labor history alive. Management Teaching Review, 3(3), 208–220. https://doi.org/10.1177/2379298117717257
- Kangas, M., Koskinen, A., & Krokfors, L. (2016). A qualitative literature review of educational games in the classroom: the teacher’s pedagogical activities. Teachers and Teaching: Theory and Practice, 23(4), 451–470. https://doi.org/10.1080/13540602.2016.1206523
- Kello, K. (2016). Sensitive and controversial issues in the classroom: Teaching history in a divided society. Teachers and Teaching: Theory and Practice, 22(1), 35–53. https://doi.org/10.1080/13540602.2015.1023027
- Kementerian Pendidikan Malaysia. (2015a). Kurikulum standard sekolah menengah: Dokumen Standard kurikulum dan pentaksiran sejarah. Putrajaya: Kementerian Pendidikan Malaysia.
- Kementerian Pendidikan Malaysia. (2015b). Kurikulum standard sekolah menengah: Sejarah. Putrajaya: Kementerian Pendidikan Malaysia. https://doi.org/10.15713/ins.mmj.3
- Krauskopf, K., Zahn, C., Hesse, F. W., & Pea, R. D. (2014). Understanding video tools for teaching: Mental models of technology affordances as inhibitors and facilitators of lesson planning in history and language arts. Studies in Educational Evaluation, 43, 230–243. https://doi.org/10.1016/j.stueduc.2014.05.002
- Lau, J. Y. F. (2017). Reflections on the umbrella movement : Implications for civic education and critical thinking. Educational Philosphy and Theory, 1857(April). https://doi.org/10.1080/00131857.2017.1310014
- Leur, T. De, Boxtel, C. Van, & Wilschut, A. (2017). ‘I Saw Angry People and Broken Statues’: Historical Empathy in Secondary History Education. British Journal of Educational Studies, 65(3), 331–352. https://doi.org/10.1080/00071005.2017.1291902
- Llopart, M., Serra, J. M., & Esteban-Guitart, M. (2018). Teachers’ perceptions of the benefits, limitations, and areas for improvement of the funds of knowledge approach. A qualitative study. Teachers and Teaching: Theory and Practice, 24(5), 571–583. https://doi.org/10.1080/13540602.2018.1452729
- Loewen, J. W. (2009). Teaching what really happened: How to avoid the tyranny of textbooks and get students excited about doing history. New York: Teachers College Press.
- Louis, K. S., & Murphy, J. (2017). Trust, caring and organizational learning: the leader’s role. Journal of Educational Administration, 55(1), 103–126. https://doi.org/10.1108/JEA-07-2016-0077
- Maher, D. (2020). Pre-Service Teachers’ Digital Competencies to Support School Students’ Digital Literacies. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 29–46). USA: IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch002
- Marshall, C., & Rossman, G. B. (2016). Designing qualitative research. Designing Qualitative Research (6th ed.). Sage Publication. https://doi.org/10.1057/omj.2011.23
- Matanluk, O., Mohammad, B., Kiflee, D. N. A., & Imbug, M. (2013). The effectiveness of using teaching module based on Radical Constructivism toward students learning process. Procedia - Social and Behavioral Sciences, 90(InCULT 2012), 607–615. https://doi.org/10.1016/j.sbspro.2013.07.132
- Maycock, K. W. (2018). Chalk and talk versus flipped learning : A case study. Journal of Comouter Assisted Learning, 35(1), 1–6. https://doi.org/10.1111/jcal.12317
- Nicol, A. A. M., Owens, S. M., Le Coze, S. S. C. L., MacIntyre, A., & Eastwood, C. (2018). Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education. https://doi.org/10.1177/1469787417731176
- Ray, M. (2017). Teaching economics using ‘cases’ – Going beyond the ‘chalk-and-talk.’ International Review of Economics Education, 27, 1–9.
- Robert J. Harrington, Micheal C. Ottenbacher, B. M. (2019). Malaysian gastronomic tourism: its importance, satisfiers, dis-satisfiers and delighters. In S. K. Dixit (Ed.), The Routledge Handbook of Gastronomic Tourism (1st ed., p. 5). New York: Routledge.
- Sang, G., Valcke, M., Braak, J. van, & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010
- Seashore Louis, K., & Lee, M. (2016). Teachers’ capacity for organizational learning: the effects of school culture and context. School Effectiveness and School Improvement, 27(4), 534–556. https://doi.org/10.1080/09243453.2016.1189437
- Sliskovic, A., Buric, I., & Macuka, I. (2016). The voice of Croatian elementary school teachers: qualitative analysis of the teachers’ perspective on their profession. Teachers and Teaching: Theory and Practice, 23(5), 518–531. https://doi.org/10.1080/13540602.2016.1206521
- Smith, M. D. (2017). New Multiple-Choice Measures of Historical Thinking: An Investigation of Cognitive Validity. Theory and Research in Social Education, 1–34. https://doi.org/10.1080/00933104.2017.1351412
- Swart, R. (2017). Purposeful Use of Technology to Support Critical Thinking. JOJ Nurse Health Care JOJNHC.MS.ID (Vol. 4555626).
- Toledo-Pereyra, L. H. (2012). Research design. Journal of Investigative Surgery, 25(5), 279–280. https://doi.org/10.3109/08941939.2012.723954
- Tsortanidou, X., Daradoumis, T., & Barberá, E. (2019). Connecting moments of creativity, computational thinking, collaboration and new media literacy skills. Information and Learning Science, 120(11–12), 704–722. https://doi.org/10.1108/ILS-05-2019-0042
- Article View: 184
- PDF Download: 129