Persepsi Penerimaan Murid Terhadap Pelaksanaan Model Flipped Classroom Peer Instruction dalam Matapelajaran Sejarah
Students Acceptance Perception of Implementation Flipped Classroom Peer Instruction Model on History Subject
DOI:
https://doi.org/10.53840/attarbawiy.v3i2.33Keywords:
Model Flipped Classroom Peer Instruction, murid berpencapaian tinggi dan rendah, persepsi penerimaanAbstract
This aims of this study is to identify the level of perception of higher and lower achievement students towards the implementation of the Flipped Classroom Peer Instruction model in secondary school subjects. This is a survey study using adaptive questionnaires that has been verified by two experiences expert in the field of history education and have good reliability value. A total of 61 Form Four students through random sampling techniques were involved in this study. The findings of this study show that the level of student acceptance perception towards the implementation of the Flipped Classroom Peer Instruction model in secondary school is at high level. Furthermore, the level of higher student acceptance perception on the implementation of Flipped Classroom Peer Instruction model is higher than lower achievement students. However, the findings also showed that there is no significant difference in the mean score of the acceptance perception of the implementation of the Flipped Classroom Peer Instruction model in secondary schools based on the student achievement level. The implication of this study has suggested that history teachers should be actively implement the innovative teaching and learning methods in the the classroom in line with the development of 21st century learning strategies and the use of information technology among students.
Abstrak
Kajian ini bertujuan untuk mengenal pasti tahap persepsi penerimaan murid berpencapaian tinggi dan murid berpencapaian rendah terhadap pelaksanaan Model Flipped Classroom Peer Instruction dalam mata pelajaran sejarah di sekolah menengah. Kajian ini berbentuk tinjauan dengan menggunakan soal selidik yang diadaptasi yang telah disahkan oleh dua orang pakar penilai dalam bidang pendidikan sejarah yang berpengalaman dan mempunyai nilai kebolehpercayaan yang baik. Seramai 61 orang murid Tingkatan Empat melalui teknik persampelan bertujuan-rawak berstrata terlibat dalam kajian ini. Hasil dapatan kajian ini menunjukkan bahawa tahap persepsi penerimaan murid terhadap pelaksanaan Model Flipped Classroom Peer Instruction dalam mata pelajaran sejarah di sekolah menengah berada pada tahap tinggi. Selain itu, tahap persepsi penerimaan murid berpencapaian tinggi terhadap pelaksanaan Model Flipped Classroom Peer Instruction adalah lebih tinggi berbanding dengan murid berpencapaian rendah. Namun begitu, dapatan kajian ini juga menunjukkan bahawa tidak terdapat perbezaan yang signifikan terhadap skor min persepsi penerimaaan terhadap pelaksanaan Model Flipped Classroom Peer Instruction di sekolah menengah berdasarkan tahap pencapaian murid. Implikasi kajian ini telah mencadangkan bahawa guru-guru sejarah perlulah mempratikkan kaedah pengajaran dan pembelajaran yang inovatif selaras dengan perkembangan strategi pembelajaran abad ke-21 dan penggunaan teknologi maklumat.
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