LEVEL OF HISTORICAL THINKING SKILLS PRACTICE AND ACQUASITION: STUDENTS PERSPECTIVE BASED ON FOUR DIMENSION OF LEARNING STYLE

Abstract

The purpose of this study is to examine the level of historical thinking skills practice and acquisition among the students based on four dimensions of learning styles such as input (visual and verbal), processing (active and reflective), observation (sensing and intuitive) and understanding (sequential and global). The design of this study is a descriptive survey method involving a total of 865 forms two students from 30 secondary schools in a state of north Peninsular of Malaysia using simple random sampling technique. Two adapted questionnaires and a performance test which has been verified by the content expert and have a good reliability value, discrimination and difficulty index are used in this study. The data were analyzed by descriptive statistics using IBM SPSS version 24. The findings of this study indicated that the historical thinking skills practice at a moderate level and the historical thinking skills acquisition at the lower level among the students. Therefore, historical thinking skills practice also at a moderate level and historical thinking skills acquisition at the lower level based on four dimensions of learning style among students. This study is also expected the history teacher will designing a more effective teaching and learning method in order to improve the level of historical thinking skills based on students learning the style in the ways they receive, understand and implement the knowledge and skills.