Kesan kaedah flipped classroom dengan teknik peer instruction terhadap kemahiran berfikir kritis
List of Authors
  • M. Kaviza

Keyword
  • Kaedah flipped classroom, teknik peer instruction, kemahiran berfikir kritis, mata pelajaran sejarah

Abstract
  • Oleh kerana matlamat kurikulum sejarah adalah mengaplikasikan kemahiran berfikir kritis dalam melahirkan murid-murid untuk bersaing pada peringkat global, maka tujuan kajian ini adalah untuk mengkaji kesan kaedah Flipped Classroom dengan teknik Peer Instruction terhadap kemahiran berfikir kritis. Kajian ini merupakan kajian eksperimen dengan rekabentuk Ujian Pra–Ujian Pasca Kumpulan Kawalan Tidak Serupa yang melibatkan seramai 122 orang murid Tingkatan Empat dari dua buah sekolah menengah harian. Instrumen kajian ini terdiri daripada ujian Watson-Glaser Critical Thinking Appraisal Test yang diadaptasi yang telah disahkan oleh pakar penilai serta mempunyai nilai ketekalan dalaman yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian-t Sampel Tak Bersandar dan ujian-t Sampel Berpasangan. Dapatan kajian ini menunjukkan bahawa kaedah Flipped Classroom dengan teknik Peer Instruction berkesan secara signifikan terhadap kemahiran berfikir kritis. Implikasi kajian ini telah mencadangkan kepada guru-guru Sejarah untuk menerapkan kaedah Flipped Classroom dengan teknik Peer Instruction dalam proses pengajaran dan pembelajaran agar dapat meningkatkan kematangan pemikiran murid seperti disarankan dalam kurikulum Sejarah.

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