Historical Literacy among Primary School Pupils
Baharuddin Jabar1, Ramli Saadon2, Khairi Ariffin3, Mohamad Kamal Kamaruddin4
1,2,3,4Faculty of Human Sciences, Universiti Pendidikan Sultan Idris, Malaysia
baharuddin@fsk.upsi.edu.my1
Article History: Received: 10 November 2020; Revised: 12 January 2021; Accepted: 27 January 2021;
Published online: 05 April 2021
Abstract:The study was aimed at identifying the level of historical literacy among year six primary school students. This
historical literacy was divided into three main domains: knowledge, skills and value. This study employed the quantitative approach to identify the level of historical literacy in the three domains: knowledge (content of subjects), skills (including thinking skills and specific skills in history, such as historical thinking skills) and values (noble values and specific values in the historical subjects of patriotism).The instrument used in data collection was a questionnaire in a form of test. The research samples were 345 Year Six students. The data was analysed descriptively to identify the level of students' historical literacy. Research findings indicated that the level of historical literacy among the Year Six school students was modest at 63.76% (53.15% knowledge, 51.83% skills and 86.3% values). The findings of this study could be used by several parties such as Ministry of Education Malaysia (KPM), school administrators, teachers and students.
Keywords:knowledge, skills, values, literacy
1. Introduction
Historical subjects in the Primary School Standards-Based Curriculum (KSSR) focuses on instilling knowledge and the basics of historical thinking skills as well as the application of patriotic spirit through knowledge about the past, which influences the present (Ministry of Education Malaysia, 2014). There are three main focuses of historical subjects that have been first introduced as a subject on its own at primary school level starting from 2014 which are the domains of knowledge, skills and values. All three should be implemented in the teaching and learning process to enable students to master them.
In terms of knowledge, the historical subjects in KSSR is focused at inculcating knowledge for pupils to build a chronological framework about the knowledge of certain important events and figures involved. Pupils are also able to compare human experiences and thus, are able to understand themselves individually and as a member of a society (Ministry of Education Malaysia, 2014).
In terms of skills, basic thinking skills of history for example, is clearly stated in the History subject in KSSR as one of the skills that need to be developed (Ministry of Education, 2014). Students’ ability to analyse and evaluate historical facts has become parts of the needs to be emphasized in historical education in schools. This includes the emphasis on instilling thinking skills and historical thinking skills among students.
As for the domain of value, it is noted that instilling citizenship elements and civic values through History subject in primary schools with the aim to produce Malaysians who are united, proud as Malaysians, loyal to the nation, passionate about being united, disciplined, active and informative in practicing and embracing the characteristics of excellent citizens (Ministry of Education Malaysia, 2014).
All these are expected to produce Malaysianswho are high in the spirit of patriotism. The spirit of patriotism needs to exist in the heart of every Malaysian irrespective of races and this is expected to form united and harmonious Malaysians.
Hence, the integration of knowledge, skills and values in History subject need to be implemented by teachers in the process of teaching and learning. The question is how the student's dominance of the three domains after they have learnedthe history subject for three years, Year Four, Year Five and Year Six?Havethey really mastered history as an important knowledge of discipline not only in terms of its knowledge but also skills and values? Hence, this study is to identify the level of historical literacy in three domains: knowledge, skills and values possessed by students after they have learned the History subject in primary school.
2. Objective
The study is aimed at identifying the level of historical literacy among primary school pupils of Year Six. In this study, historical literacy refers to the mastery of knowledge, skills and value among students as a result of the history curriculum learnt from Year Four to Year Six. This includes aspects related to the historical discipline
itself such as the basic concept of History, time concept, heroes, venues, causes, processes, consequences, sources, interpretations, historical thinking skills and specific values.
3. Research Questions
This study is to answer the following questions:
1. What is the historical literacy level for the domain of knowledge among Year Six pupils in Selangor? 2. What is the historical literacy level for the domain of skills among Year Six pupils in Selangor? 3. What is the historical literacy level for the domain of values among the Year Six pupils in Selangor?
4. Methodology
This study used the quantitative method to identify the level of historical literacy for the domains of knowledge, skills and value. The instrument used to collect primary data in this study is questionnaire in a form of test. While library research and document analysis are used to collect secondary data. In the construction of the questionnaire, references were made for literature review and relevant official documents as well as inputs from teachers who teach History subject in primary schools.
It is important so that the items built are suitable and relevant to the implementation of the teaching and learning of History in primary schools. The items built for all three domains involving the aspects of cognitive, psychomotor and affective from various levels as suggested by Bloom (1955) which are understanding, application, analysis, synthesis and evaluation. Through the quantitative findings, the level of historical literacy among students can be identified. In the process of data collection, random sampling is used in representing the target of the Year Sixstudents in Selangor. The overall sampleswere 345 Year Six primary schools pupils from 10 districts in Selangor. The data collected was processed and analysed using the Statistical Package for Social Science (SPSS) version 2.0 for Windows.
5. Findings And Discussions
The respondents’ achievement on the test questions of History involves three domains: knowledge, skills and values. The findings of the respondents were based on the following domains as explained below.
Historical Literacy for the Domain of Knowledge
Table 1. Frequency Distribution and Percentage of Students’ Historical Literacy for the Domain of
Knowledge
No. Item Correct Wrong Total sd.
% ƒ % ƒ
1. First source type 60.9 210 39.1 135 345 0.488
2. Ice Age Period 33.3 115 66.7 230 345 0.472
3. Community Layers 49.9 172 50.1 173 345 0.500
4. History of Parameswara 43.5 150 56.5 195 345 0.496
5. Roles of Laksamana 47.5 164 52.5 181 345 0.500
6. Pangkor Agreement 24.9 86 75.1 259 345 0.433
7. JalurGemilang 54.8 189 45.2 156 345 0.498
8. State Capital of Perlis 78.6 271 21.4 74 345 0.411
9. Indian Musical Instruments 65.5 226 34.5 119 345 0.476
10. Traditional games 76.5 264 23.5 81 345 0.424
11. Head of Islamic Religion 53.6 185 46.4 160 345 0.499
12. TadauKaamatan 39.7 137 60.3 208 345 0.490
13. National Football Heroes 71.9 248 28.1 97 345 0.450
14. Father of Development 43.5 150 56.5 195 345 0.496
Overall average 53.15%
Based on Table 1 above, for items related to the first source type, "Which is the first source …?", based on the achievement score of the respondents acquired, it can be seen that 60.9% (210) respondents answered the items correctly compared to the respondents who replied wrongly at 39.1% (135). For the items related to the location in the Ice Age Period, "In the Ice Age Period, there is a land which is also known as?", based on the achievement score of the respondents, it is seen that 33.3% (115) respondents answered the items correctly compared to the respondents who answered wrongly at 66.7% (230).
For the items related to community layers, "Listed is the community layersduring the Malacca Malay Sultanate…?", based on the achievement scores of the respondentsobtained, it can be seen that 49.9% (172) respondents who answered the items correctly compared to the respondents who answered wrongly at 50.1% (173). For the items related to the history of Parameswara, "Why did Parameswara leave Palembang?", based on the achievement scoresobtained by the respondents, it can be seen that 43.5% (150) respondents answered correctly compared to the respondents who answered wrongly at 56.5% (195). For items related to the duties of Laksamana, "Here is the roles of Hang Tuah as a Laksamana except …", based on the achievement scores of the respondentsobtained, it can be seen that 47.5% (164) respondents answered correctly compared to the respondents who answered wrongly at 52.5% (181).
For items related to the Pangkor agreement, "Based on the contents, X is …?", based on the achievement scores of the respondents obtained, it can be seen that 24.9% (86) respondents answered correctly to the items compared to the respondents who answered wrongly at 75.1% (259). For the item of the Jalur Gemilang flag, "On the Jalur Gemilang flag, the formation and sincerity are denoted through …", based on the achievement scores of the respondentsobtained, it can be seen that 54.8% (189) respondents answered correctly compared to the respondents who answered wrongly at 45.2% (156). For items related to the capital cities, "The capital city of Perlis …", based on the achievement scores of the respondentsobtained, it can be seen that a total of 78.6% (271) respondents answered correctly to the same item compared to respondents who answered wrongly at 21.4% (74).
For the item related to the type of musical instrument, "Among these, which are the musical instruments belong to the Indian community?", based on the achievement scores of the respondentsobtained, it can be seen that 65.5% (226) respondents answered correctly to the question as compared to the respondents who answered wrongly at 34.5% (119). For the item related to traditional games, "What kind of games can be associated with the statement below...?", based on the achievement scores of the respondents obtained, it can be seen that 76.5% (264) respondents answered the question correctly compared to the respondents who answered wrongly at 23.5% (81). For items related to individualswho hold the position of Head of Islamic religion at the federal level, "The head of Islamic religion at the federal level is …?", based on the achievement scores of the respondentsobtained, it can be seen that 53.6% (185) respondents answered the item correctly compared to the respondents who answered wrongly at 46.4% (160).
For the item related to the type of dance at Tadau Kaamatan Festival, "The Kaamatan Tadau is one of the celebrations... What is the name of the dance? ", based on the achievement scores of the respondentsobtained, it is evident that 39.7% (137) respondentsansweredthe item correctly as compared to the respondents who answered wrongly at 60.3% (208). For the item related to the national football figure, "He is...", based on the achievement scores of the respondentsobtained, it can be seen that 71.9% (248) respondents answered correctly to the item compared to respondents who answered wrongly at 28.1% (97).With respect for the item for the Father of Development item, "Who is the Father of Development", based on the achievement scores of the respondentsobtained, it can be seen that 43.5% (150) respondents answered correctly the item compared to the respondents who answered wrongly at 56.5% (195).
Historical Literacy for the Domain of Skills
Table 2. Frequency Distribution and Percentage of Students’ Historical Literacy for the Domain of Skills
No. Concept Correct Wrong Total sd.
% ƒ % ƒ 15. Students’ roles 97.4 336 2.6 9 345 0.159 16. Land form 45.5 157 54.5 188 345 0.498 17. Chronology of Pre-Historical Period 69.6 240 30.4 105 345 0.460
18. Role of BendaharaTun Perak 38.6 133 61.4 212 345 0.487
19. The King’s Institution 28.4 98 71.6 247 345 0.451
20. The way Islam was spread 21.7 75 78.3 270 345 0.413
21. Lingua franca 38.0 131 62.0 214 345 0.486
22. Formation of Malaysia 27.2 94 72.8 251 345 0.445
23. Principles of Rukun Negara 84.6 292 15.4 53 345 0.361
24. Tourism Industry 79.1 273 20.9 72 345 0.406
25. ASEAN Goals 40.0 138 60.0 207 345 0.490
Based on Table 2 above, for the item related to the students’ roles, "the following are the roles of students: …", based on the achievement scores of the respondent obtained, it can be seen that 97.4% (336) respondents answered correctly compared to the respondents who answered wrongly at 2.6% (9). For the item related to the land form, "the land form of Malaysia consists of: …", based on the achievement score of the respondentsobtained, it can be seen that 45.5% (157) respondents answered the item correctly compared to the respondents who answered wrongly at 54.5% (188). For the item related to the chronology of the Pre-Historical period, "Among all listed, which is the correct chronology of the Pre-Historical period in Malaysia?", based on the achievement scores of the respondentsobtained, it is evident that 69.6% (240) respondents answered the item correctly compared to the respondents who answered wrongly at 30.4% (105).
For the item regarding the roles of Bendahara Tun Perak, "Select the correct statement related to BendaharaTun Perak: …", based on the achievement scores of the respondentsobtained, it can be seen that 38.6% (133) respondents answered the item correctly compared to the respondents who answered wrongly at 61.4% (212). For the item related to which country still maintain the King’s Institution, "Listed are the Asian countries which still maintain the King's Institution: …", based on the achievement scores of the respondentsobtained, it can be seen that 28.4% (98) respondents answered the item correctly compared to the respondents who answered wrongly at 71.6% (247). For the item related to the ways of how Islamic was spread, "Islamic religion is spread in southeast Asia via: …", based on the achievement scores of the respondentsobtained, it can be seen that 21.7% (75) respondents answered the item correctly compared to the respondents who answered wrongly at 78.3% (270). For the item related to the Malay language, "Malay as lingua franca has the role as …", based on the achievement scores of the respondentsobtained, it can be seen that 38.0% (131) respondents answered the item correctly compared to the respondents who answered wrongly at 62.0% (214).
For the item related to the formation of Malaysia, "The following are the steps of the formation of Malaysia, please arrange the following steps in chronological order.", based on the achievement scores of the respondentsobtained, it can be seen that 27.2% (94) respondents answered the item correctly compared to the respondents who answered wrongly at 72.8% (251). For questions regarding the principles of the Rukun Negara, "Listed are three of the five principles of the Rukun Negara: …", based on the achievement scores of the respondentsobtained, it can be seen that 84.6% (292) respondents answered the item correctly against the respondents who answered wrongly at 15.4% (53). In the item related to the tourism industry, "What are the factors that help in the development of the tourism industry?", based on the achievement scores of the respondentsobtained, it can be seen that 79.1% (273) respondents answered the item correctly against the respondents who answered wrongly at 20.9% (72).
For the item related to the ASEAN establishment, "The following are the goals of the ASEAN establishmnet: …", based on the achievement scores of the respondents obtained, it can be seen that 40.0% (138) respondents answered the item correctly compared to the respondent who answered wrongly at 60.0% (207)
Historical Literacy for the Domain of Values
Table 3. Frequency Distribution and Percentage of Students’ Historical Literacy for the Domain of Skills
No. Concept Correct Wrong Total sd.
% ƒ % ƒ 26. Pure values 94.2 325 5.8 20 345 0.234 27. Cleanliness 90.7 313 9.3 32 345 0.290 28. 29. 30. Battle of heroes National Anthem of Negaraku Personality 84.3 82.3 80.0 291 284 276 15.7 17.7 20.0 54 61 69 345 345 345 0.363 0.382 0.400 Overall Average 86.3%
Based on Table 3 above, for the item related to the pure values, "What are the pure values that need to be practiced by each family member?", based on the achievement scores of the respondents obtained, it can be seen that 94.2% (325) respondents answered the question correctly compared to the respondents who answered wrongly at 5.8% (20). For the question related to cleanliness, "Why do we need to take care of the coastal cleanliness?", based on the achievement scores of the respondentsobtained, it can be seen that 90.7% (313) respondents answered the item correctly against the respondents who answered wrongly at 9.3% (32). For the item related to battle of local heroes, "What are the lessons learned from the battles of local figures?", based on
the achievement scores of the respondentsobtained, it can be seen that 84.3% (291) respondents answered the item correctly compared to the respondents who answered the item wronglyat 15.7% (54).
For the item related to the national anthem of Negaraku, "What are the values identified while singing the national anthem Negaraku?", based on the achievement scores of the respondentsobtained, it can be seen that 82.3% (284) of the respondents answered correctly to the item as opposed to the respondents who answered wrongly to the item at 17.7% (61). For the item related to own personalities, "Which is the identity neededfor each individual to form an admirable and superior personalities: …", based on the achievement scores of the respondentsobtained, it can be seen that 80.0% (276) of the respondent answered correctly to the item as compared to the respondents who answered the item wrongly of 20.0% (69).
Overall Historical Literacy
The historical literacy in this study involves the three main domains as below.
Table 4. The Level of Historical Literacy
Item Percentage (%)
Knowledge 53.15
Skills 51.83
Values 86.30
Overall Average 63.76
Based on Table 4 above, the average percentage of students' achievements by the domains is: 53.15% for the domain of knowledge, 51.83% for the domain of skillsand 86.30% for the domain of values. The level of historical literacy among the year six primary school students in Selangor showed that the level of historical literacy was at the medium level of 63.76%.
6. Conclusion
Overall, the above discussion has clearly outlined the findings of the data analysis descriptively to answer some of the objectives outlined. The descriptive analysis indicated that the level of historical literacy among the year six primary school pupils in Selangor is at the moderate high of 63.76%. Students' mastery and understanding of each domain: knowledge, skills and values, is very essential as it gives an insight to the students’ historical literacy. The research findings have found that the domain of knowledge was 53.15%, skills was51.83% and values was 86.3%. The findings also indicated that historical literacy needs to be enhanced, especially in the domain of knowledge and skills.
* This paper is part of the University Education-Based Research Grant (GPUBP) awarded by UniversitiPendidikan Sultan Idris (UPSI) through RMIC with the research code of 2017-0314-107-01.
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