ISSN: 2226-6348
Open access
Inculcation historical thinking skills is influenced by the competence of history teachers using digital history resources. However, the inculcate of historical thinking skills in teaching history was found to be at a moderate level among history teachers. History teachers only use teacher-centered teaching strategies in teaching history. Therefore, history teachers need to increase their competence in the use of digital history resources. This study aims to determine the relationship between teacher competence in the use of digital history resources and the inculcation of historical thinking skills. The design of this study is a correlational survey study. The study respondents were 92 history teachers from primary schools. Study respondents were selected through a simple random purposive sampling technique. This study uses a questionnaire as a research instrument. The questionnaire was modified based on the objectives of the study and confirmed by history experts. The reliability value of this instrument is good. The results of this study shows that the competence of using digital history resources has a significant positive relationship with the inculcation of historical thinking skills among history teachers. Knowledge competence (r=0.75) in the use of digital history resources has a very high linear relationship significantly to the inculcation of historical thinking skills. Meanwhile, attitude competence (r=0.63) and skills competence (r=0.62) in the use of digital history resources have a positive linear relationship to the inculcation of historical thinking skills. However, the knowledge competence of using digital history resources contributes the most to the inculcation of historical thinking skills. Thus, the Malaysian Ministry of Education should run a course on digitization of education to improve the competence of history teachers to use digital historical resources. In conclusion, history teachers can achieve learning objectives through teaching methods that integrate historical thinking skills and digital history resources.
Ahmad & Jinggan. (2015). Pengaruh Kompetensi Kemahiran Guru Dalam Pengajaran Terhadap Pencapaian Akademik Pelajar Dalam Mata Pelajaran Sejarah. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik.
Arifin. (2018). Mengajar Dengan Buku Teks, Masih Perlukah? Sultan Maulana Hasanuddin Banten State Islamic University, 1-32.
Bass, R. (2003). Engines of inquiry: Teaching, technology, and learner centered approaches to culture and history [ 2 Jun 2022].
Benkler, Y. (2006). The wealth of networks. New Haven, CT: Yale University Press.
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model Fundamental Measurement in the Human Sciences. (Routledge & T. & F. Group, Eds.) (Third Edit). New York & London.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Endacott, J. (2010). Reconsidering affective engagement in historical empathy. Theory and Research in Social Education, 38(1), 6-49.
Indah, U. W. (2020). Pemanfaatan Digital History Untuk Pembelajaran Sejarah Lokal. Jurnal Pendidikan Sejarah Indonesia, 1-11. Kaviza, M. (2019). Hubungan antara kompetensi guru sejarah dalam penggunaan sumber sejarah dan penerapan kemahiran pemikiran sejarah. e-Bangi: Journal of Social Science and Humanities, 16(1), 1-13.
Kaviza. (2020). Pelaksanaan Kelas Flipped dengan Sumber Digital dalam Mata Pelajaran Sejarah: Kesannya Terhadap Kemahiran Pemikiran Sejarah. Journal of ICT in Education, 7(1), 30-42.
Kaviza. (2020). Pembelajaran Berasaskan Bahan dalam Mata Pelajaran Sejarah. Malaysian Journal of Social Sciences and Humanities, 149-156.
Kementerian Pendidikan Malaysia. (2017). Dokumen Kurikulum Standard Sekolah Rendah. Sejarah Tahun 5.
Lisa, Y. S. (2014). Kajian Tinjauan Kesediaan Guru-guru Sejarah Menerapkan Kemahiran Pemikiran Sejarah dalam kalangan muridmurid. Jurnal Penyelidikan Kent, 13, 37-49.
Mansor, M., & Khairul, B. G. (2015). Keberkesanan Mata Pelajaran Sejarah dalam Membina Etos Bangsa Generasi Muda di Malaysia. Jurnal Komunikasi Borneo Edisi Khas, 29-46.
Notanubun, Z. (2019). Pengembangan Kompetensi Profesionalisme Guru di Era Digital (Abad 21). Jurnal Bimbingan Dan Konseling Terapan, 3(2), 54.
Renuka, R., & Siti, H. A. (2014). Kesan penggunaan sumber sejarah digital terhadap kemahiran pemikiran sejarah. 23rd International Conference of Historians of Asia 2014 (IAHA2014), 23-32.
Roslin, N., and Salleh, N. (2021) “Penggunaan M-Learning Sebagai Bahan Bantu Pengajaran dalam Kelas Pendidikan Khas”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(5), pp. 53 - 63.
Waring & Torrez. (2010). Using Digital Primary Sources to Teach Historical Perspective to Preservice Teachers. Contemporary Issues in Technology and Teacher Education. 10.
Wineburg, S. (2001). Historical Thinking and on The Unnatural Acts:Charting The Future of Teaching The Past. Philadelphia: Temple University Press.
Zakaria, S., & Amla. (2018). Pemupukan Kesepaduan Sosial Melalui Kurikulum Persekolahan di Malaysia.
In-Text Citation: (Vijayakumar & Ahmad, 2023)
To Cite this Article: Vijayakumar, S., & Ahmad, A. (2023). The Relationship between History Teacher’s Competence in Using Digital History Resources and the Inculcation of Historical Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 12(1), 1215–1226.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode