KESAN KAEDAH DOCUMENT-BASED LESSON TERHADAP PENAAKULAN SEJARAH DALAM KALANGAN MURID BERBEZA TAHAP PEMIKIRAN KRITIS

Abstract

The purpose of this study is to examine the effect of document based lesson method on historical reasoning among different level of critical thinking students. This is a quasi experimental study using 2 X 2 factorial design with involving 111 students from two schools in north of peninsular Malaysia which were categorized into experimental group and control group using purposive-stratified random sampling technique. The historical reasoning test and Watson-Glaser Critical Thinking Appraisal Test and scoring rubric which have been verified by the content expert and have a good reliability value, discrimation and difficulty index are used in this study.The data were analysed using descriptive and inferential statictics such as Independent Sample t-test and Two Way ANOVA test. The findings of this study indicated that students in experimental group showed that higher enhancement in their historical reasoning compared to students in control group.  Beside that, the higher and lower critical thinking students in experimental group also showed higher score of historical reasoning achievement compared to control group in this study.  There are no significant interaction effect of teaching method and level of critical thinking on the mean score of historical reasoning.This study is suggested that document based lesson as effective teaching and learning methods to implement in 21st century history education.