Abstract:

In Malaysia, the teaching and learning of History subject are still focused on memorising chronological events and the dependence on textbooks. These strategies are not aligned with the aims and objectives of Standard Document for Curriculum and Assessment (DSKP) in the Secondary School Standard Curriculum (KSSM), which are to develop students who have their own self-identity and national identity. The teachers’ uninteresting strategy in teaching and learning the subject has been attributed as a factor which causes the students to lose focus, interest and achievement in the particular subject. Existing Problem-Based Learning (PBL) studies appear to focus on the implementation and effectiveness of the approach in teaching and learning. As such, there is no current study which looks at the development of a module which integrates PBL usage in the teaching of History with the cartoon concept. According to Koutnikova (2017), the cartoon concept has shown its effectiveness in modern teaching and learning strategy. In line with that, this study aims to develop a teaching and learning module for the Transfer of 21st Century Students’ Skills and Knowledge Using the Cartoon-based PBL framework for the Teaching of History in Malaysian secondary schools. 6 objectives have been identified which cover the topic contents and the theoretical aspects of the module development, determining the validity and reliability of the sub-constructs and the module content in the teaching of learning of history in secondary schools. It is expected that this study would be able to come up with a Teaching and Learning PBL and Cartoon-based module for the History subject in Malaysian secondary schools. The module could be presented as a guide in preparing a practical and comprehensive framework to improve students’ various skills and abilities. The study also aims to develop and enrich students’ intellectual and thinking skills, produce human capital in various fields with higher-order thinking skills and also to stimulate the 21st century students’ skills and knowledge such as cognitive, interpersonal and intrapersonal skills (according to the Pellegrino & Hilton model, 2012). The module presented is current, innovative and can be utilised by various training and education institutions as well as individuals, agencies or anyone who is interested in the field of history. The module can also become a guide for other fields. This study is also beneficial for the Malaysian Ministry of Education specifically the Curriculum Development Division, teachers and experts in the field of history, students as well as individuals and organisations who are interested in empowering an innovative teaching and learning culture.

Keywords:

21st century knowledge and skills, problem-based learning, cartoon concept, History subject.