MULTIMEDIA-BASED HISTORY TEACHING TRANSFORMATION

MULTIMEDIA-BASED HISTORY TEACHING TRANSFORMATION

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

MULTIMEDIA-BASED HISTORY TEACHING TRANSFORMATION

Mohamad Johdi Bin Salleh, PhD Ariegusrini Bte Agus Institute of Education International Islamic University Malaysia (IIUM)

1.

Introduction

The development of information technology that has plagued the 21st century world has provoked positive, negative reactions, and some people do not know at all as if nothing happened. All of these attitudes and responses depend on the background and atmosphere of the recipient community. A caring society led by innovative leaders welcomes this technological boom as a catalyst to build self-sufficiency towards generating national progress to be more productive. Such a phenomenon also occurs in the realm of education which includes various levels of schooling and local, national, regional and international educational institutions. This situation also colors the skills of history teachers who are always challenged, pessimistic perceptions, in addition to the high patriotism expectations of aristocratic leaders. These conflicting dimensions and expectations require History teachers an injection of self-motivation to overcome all challenges in continuing the responsibility of implementing teaching and learning more interesting, energetic, productive and effective. In this regard, education professionals and researchers recommend that changes be made in the teaching and learning of History by using various multimedia-based technology resources. The use of multimedia will make teaching interesting, increased understanding and comprehensive participation. Focus on multimedia software such as sounds, graphics, diagrams, animations and colorful pictures can improve students’ cognitive, psychomotor, interest and behavior. Some curriculum software can be owned and republished in order to strengthen understanding and improve performance. This sophistication facilitates teachers to achieve teaching objectives while realizing learning objectives as planned. 1

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

2.

Definition of Multimedia

Multimedia carries the meaning of many media or various media including audio, video and communication tools. This equipment contains elements of sound, text, graphics, video, and animation used as communication tools, conveying information, knowledge, skills, appreciation, and commitment. Based on the Hall Dictionary, computer-like Multimedia is an electronic device that stores information on a magnetic disk or tape, analyzes it and releases further information when needed.

3.

Types of Multimedia and Usage

There are various types of ICT and multimedia that are integrated use in teaching and learning especially to disseminate information in various forms such as text, voice, images, graphics, animation, and so on. Examples of ICT and multimedia technologies commonly used in teaching and learning including History are as follows: a. Use of Power-point Power point – a term in English that means flying power to produce the contents of a work especially in a computer. There are also those who give the meaning of power-point as power-point. This concept is triggered by the power-point aspect whose pattern is simple but produces various results in use. The icons found in it are user friendly. Diligent use will increase the effectiveness of teaching and learning outcomes. b. Use of Videos in History Subjects Many educational films have been made by local and foreign publishers. Therefore, feature films are produced by resource centers in various fields such as history etc. These films can be used whenever the teacher needs them. Videos can help teachers improve the quality of their teaching and make teaching more interesting. Videos can arouse interest and in turn drive students ’desire to understand history in more detail. For example, a picture applied in a book is less effective when compared to the same picture projected on the screen. The effect is better than mere explanation without the help of teaching aids. Videos can relieve students of the boredom of learning history that used to only use textbooks. In the process of learning history, more and more senses 2

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

used, the more effective the learning. With the production of colorful films will further increase the effectiveness in imparting knowledge about history to students. If students do not understand certain facts and historical material the video can be played back. In addition, the video will be able to show the continuous development of materials and facts presented by the teacher compared to slides and strip films. 4.

Government Policy Developing Multimedia Programs

Governments of developed and developing countries have made significant contributions to the development of information and multimedia technology. They are willing to invest with a large budget and launch a giant program based on ICT and multimedia. Management, economy, trade, banking, agriculture, health and various units are developed on an ICT-based basis. The Malaysian government has launched the Super Corridor Multimedia Project (MSC) which benefits the public and private sectors including the education sector. The Ministry of Education Malaysia declares Smart Schools that are all teaching and learning using elements and resources of Information and Communication Technology (ICT). Urban and rural schools are provided with computer and multimedia equipment as well as appropriate laboratories. Some teachers, especially those who teach Mathematics and Science subjects, are provided with laptops and given appropriate training. Trained teachers and teachers in training including History specialization are involved with computer and multimedia literacy programs. Several concepts and approaches have been intensively studied by the Ministry of Education together with the Malaysian Institute of Microelectronic System (MIMOS) to achieve the objectives of the Computer-In-Education Policy. The Ministry of Education Malaysia has outlined several key policies in ensuring the implementation of ICT in education runs as planned. This includes school improvement programs by implementing ICT culture policy, implementing training for teachers in ICT development and monitoring the development and implementation of ICT especially in teaching and learning. The program achieved a variety of encouraging successes in improving the performance of students at the primary, secondary and tertiary levels. History teachers should take the initiative to implement the transformation of teaching towards a more active, innovative and valuable. They need to search for the latest technology, knowledge, skills, and literacy. High sensitivity and commitment can enhance the professionalism of History teachers who have many opportunities to activate teaching and learning towards producing students who are knowledgeable, knowledgeable, skilled, patriotic, and virtuous. 3 History teachers should take the initiative to implement the transformation of teaching towards a more active, innovative and valuable. They need to search for the latest technology, knowledge, skills, and literacy. High sensitivity and commitment can enhance the professionalism of History teachers who have many opportunities to activate teaching and learning towards producing students who are knowledgeable, knowledgeable, skilled, patriotic, and virtuous. 3 History teachers should take the initiative to implement the transformation of teaching towards a more active, innovative and valuable. They need to search for the latest technology, knowledge, skills, and literacy. High sensitivity and commitment can enhance the professionalism of History teachers who have many opportunities to activate teaching and learning towards producing students who are knowledgeable, knowledgeable, skilled, patriotic, and virtuous. 3 High sensitivity and commitment can enhance the professionalism of History teachers who have many opportunities to activate teaching and learning towards producing students who are knowledgeable, knowledgeable, skilled, patriotic, and virtuous. 3 High sensitivity and commitment can enhance the professionalism of History teachers who have many opportunities to activate teaching and learning towards producing students who are knowledgeable, knowledgeable, skilled, patriotic, and virtuous. 3

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

Malaysia aspires to be a developed country as implied in Vision 2020. The government works hard to help the education sector such as schools in ensuring this vision is achieved, especially by providing ICT and multimedia technology assistance in teaching and learning. The Ministry of Education Malaysia has launched the MySchoolNet website as one of the efforts to increase students’ knowledge, skills and interest in using advanced modern technology. This is also the goal to achieve the aspirations of the National Education Philosophy which aims to produce individuals who are skilled, balanced and technologically skilled. The construction of the Multimedia Super Corridor has prompted the Malaysian Ministry of Education to take further steps in technology by launching various national and international programs. The MOE encourages interactive communication between Malaysian students and students from other countries through projects such as the Ministry of Education-British School Link Project. The project opens up opportunities for students to interact, exchange emails, hold video conferences with their peers at Coventry School in the United Kingdom. Other MOE projects are Computer Computing in Schools, Electronic Book Project, and Penang e-Learning Community Project or Penang e-Learning Community) especially to improve ICT proficiency and skills in teaching and learning. The MOE encourages interactive communication between Malaysian students and students from other countries through projects such as the Ministry of Education-British School Link Project. The project opens up opportunities for students to interact, exchange emails, hold video conferences with their peers at Coventry School in the United Kingdom. Other MOE projects are Computer Computing in Schools, Electronic Book Project, and Penang e-Learning Community Project or Penang e-Learning Community) especially to improve ICT proficiency and skills in teaching and learning. The MOE encourages interactive communication between Malaysian students and students from other countries through projects such as the Ministry of Education-British School Link Project. The project opens up opportunities for students to interact, exchange emails, hold video conferences with their peers at Coventry School in the United Kingdom. Other MOE projects are Computer Computing in Schools, Electronic Book Project, and Penang e-Learning Community Project or Penang e-Learning Community) especially to improve ICT proficiency and skills in teaching and learning. held a video conference with their peers at Coventry School in the United Kingdom. Other MOE projects are Computer Computing in Schools, Electronic Book Project, and Penang e-Learning Community Project or Penang e-Learning Community) especially to improve ICT proficiency and skills in teaching and learning. held a video conference with their peers at Coventry School in the United Kingdom. Other MOE projects are Computer Computing in Schools, Electronic Book Project, and Penang e-Learning Community Project or Penang e-Learning Community) especially to improve ICT proficiency and skills in teaching and learning.

5.

Transformation of Multimedia Assisted History Teaching

Today’s teachers are increasingly sensitive, knowledgeable and skilled in using ICT and multimedia technology either in teaching or outside school hours. Such measures are also practiced by some History teachers who are constantly striving to improve teaching performance and student learning effectiveness. Through the use of ICT and multimedia, teaching and learning will acquire various interests as follows: First: Teaching and learning History using multimedia such as computers can help students relationship more interactive and spontaneous. The content of the lesson accompanied by various questions posed in the subject software and through the internet line has accurate and fast feedback. Students can find out if the answer they give is incorrect, less accurate or incorrect. If they are wrong they will be given further information and online help is also provided. If their answer is correct, a compliment in the form of motivation to the student will be displayed on the screen. This interaction is two-way between student and computer. Second: History teaching and learning materials can be programmed in the form of multimedia presented with diagrams, data, images, text, animation, sound, sound, and video. Presentation of multimedia content lesson content will 4 History teaching and learning materials can be programmed in the form of multimedia presented with diagrams, data, images, text, animation, sound, sound, and video. Presentation of multimedia content lesson content will 4 History teaching and learning materials can be programmed in the form of multimedia presented with diagrams, data, images, text, animation, sound, sound, and video. Presentation of multimedia content lesson content will 4

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

makes the text read more interesting and enjoyable as it is presented with sound and animation. This will help the teaching and learning of History to be more energetic, lively, lively and effective. Explanation or explanation of a concept can be done easily through multimedia facilities. The use of multimedia technology can help the past, present and future imaginative life brought to the classroom. This will make learning more realistic. Students will gain a clearer picture of past events before their lives. In addition they also get an increase in vocabulary related to History. Third: Multimedia-assisted learning will make the classroom more student-centered. Multimedia such as computers allows concentration to be given to each student with no barriers or discrimination. This approach is in line with current educational methods that emphasize the focus on students to be more independent. Each student will be able to control the learning of History at their own pace based on their abilities and achievements whether at the lower, medium, or high levels. Weak students will focus on training at the primary or starting level. Students can repeat the exercise until they are completely understood and proficient. Smart students can practice at a high level and add as many exercises as possible. This means multimedia-assisted learning in line with the KBSM concept of recovery to the weak and enrichment to the smart. Fourth: Learning using ICT can be conducted independently at any place according to the student’s choice. History learning can be conducted informally such as in computer labs, homes, libraries, corridors, even in cyber cafés. Any place that provides suitable, conducive online, software and hardware can be done History learning. Teacher dominance can be reduced, while shy students in the classroom can interact and provide feedback with teachers through appropriate ICT and multimedia. Fifth: Learning can be done outside the classroom and outside of school hours. Teachers, administrators and students can easily interact using electronic mail inside and outside school hours. School administrators can handle information and teacher activities including those related to History learning can be implemented quickly and efficiently. Administration can be carried out without paper if this technology is provided comprehensively. Computers can keep personal records and achievements of each student from the first day of school until the day the student finishes school. It can even be continued through alumni and consultations through computer interaction. Sixth: Assessment of History learning can be conducted more comprehensively using information technology. Teachers can make assessment sets, 5 Computers can keep personal records and achievements of each student from the first day of school until the day the student finishes school. It can even be continued through alumni and consultations through computer interaction. Sixth: Assessment of History learning can be conducted more comprehensively using information technology. Teachers can make assessment sets, 5 Computers can keep personal records and achievements of each student from the first day of school until the day the student finishes school. It can even be continued through alumni and consultations through computer interaction. Sixth: Assessment of History learning can be conducted more comprehensively using information technology. Teachers can make assessment sets, 5

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

conduct assessments, and evaluate a set of student assessment questions and their ability to answer the questions posed. The questions given to students can be analyzed and a group of questions related to the topic of History can be collected in the form of a question bank. This online assessment is called computerized evaluation. This online assessment also allows students to select problems to solve by finding specific information. This work can be done in groups or individually. Assessment of students can be done on the ability of students to evaluate information, use information, present information in the form of reports or presentations. Seventh: Learning using multimedia or computer can make the role of the teacher as a facilitator or driver of knowledge. The job of the teacher in the classroom using a computer is to help students find information, browse websites related to the learning topic, and use the information to solve problems. Teachers also act as computer lab assistants to assist students in technical and logistical aspects. At other times, History teachers do not need to be present in the classroom. All instructions and information are on the computer and students only need to follow the instructions given online. This method allows more students to take History lessons. Limited time for students to meet the teacher in the classroom can be used for consultation or help students overcome History learning problems. Eighth: Various forms of information can be conveyed effectively and interestingly. The use of media such as audio, video and dynamic animation can increase students’ understanding of the lessons delivered. Can be used flexibly that is, students can access the material and learn it according to their own needs in terms of technical time also in informal situations. This helps in sharing information where every user will get information from around the world through online forum methods, e-mail, video conferencing and online chat. Get in touch with teachers and other student friends from around the world to share information collaboratively. Can be disseminated simultaneously where students can access information from any desired website simultaneously. Ninth: ICT facilities are able to provide learning in the form of various senses and suitable for students with various learning styles and cognitive levels. In addition, it also helps students to be flexible and not just limit themselves to their own style. Facilitate and speed up the teaching and learning process. The use of elements such as video, graphics, audio and so on in the teaching and learning process allows this activity to be done easily and faster. This situation can create an effective learning environment with minimal guidance. 6 Facilitate and speed up the teaching and learning process. The use of elements such as video, graphics, audio and so on in the teaching and learning process allows this activity to be done easily and faster. This situation can create an effective learning environment with minimal guidance. 6 Facilitate and speed up the teaching and learning process. The use of elements such as video, graphics, audio and so on in the teaching and learning process allows this activity to be done easily and faster. This situation can create an effective learning environment with minimal guidance. 6

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

Tenth: Develop skills related to information technology such as computer literacy, use of software and use of information services through CD-ROM. The process of thinking, the process of instruction, and the process of learning can be simplified and enhanced by using computer technology. Individual learning, fun to use computer, fast learning, visible & not boring, active learning atmosphere, triggering motivation among students, and giving immediate feedback. 6. Mastery of ICT Skills – Multimedia History Teachers Teachers should have skills in using computer technology, ICT, and multimedia. Some of the basic skills that teachers need to have are as follows: i. The first ICT skills to be possessed by teachers including History teachers is the ability to write reports, letters, or documents using a computer. These skills can be a turning point in the perception of History teachers that they are up-to-date. ii. The second skill is the ability to build a database for electronic storage of data, facts, evidence, and information related to figures, organizations, events, or artifacts that can be used in teaching. iii. The third skill is the ability of teachers to find information in a library database or resource center. They need to find the latest facts and information especially in teaching students at higher levels or making seminar papers. iv. The fourth skill is the teacher’s ability to prepare electronic-based worksheets. This sheet has boxes, squares, rows, strips, columns, which can make statistical calculations, account data, timetables or student scores. v. The fifth is data analysis skills especially for quantitative research. vi. Sixth is the skills of scanning pictures or documents, editing graphics and making slides for presentations in classes or seminars. vii. Seventh is the skill of sending electronic mail and finding information through the WWW or the World Wide Web. Offices that do not have their own search engine can use Google, Yahoo, Hotmail, MSN and so on. These skills can be used as a tool of teacher-student interaction, teacher-teacher, student-student. The fifth is data analysis skills especially for quantitative research. vi. Sixth is the skills of scanning pictures or documents, editing graphics and making slides for presentations in classes or seminars. vii. Seventh is the skill of sending electronic mail and finding information through the WWW or the World Wide Web. Offices that do not have their own search engine can use Google, Yahoo, Hotmail, MSN and so on. These skills can be used as a tool of teacher-student interaction, teacher-teacher, student-student. The fifth is data analysis skills especially for quantitative research. vi. Sixth is the skills of scanning pictures or documents, editing graphics and making slides for presentations in classes or seminars. vii. Seventh is the skill of sending electronic mail and finding information through the WWW or the World Wide Web. Offices that do not have their own search engine can use Google, Yahoo, Hotmail, MSN and so on. These skills can be used as a tool of teacher-student interaction, teacher-teacher, student-student. Seventh is the skill of sending electronic mail and finding information through the WWW or the World Wide Web. Offices that do not have their own search engine can use Google, Yahoo, Hotmail, MSN and so on. These skills can be used as a tool of teacher-student interaction, teacher-teacher, student-student. Seventh is the skill of sending electronic mail and finding information through the WWW or the World Wide Web. Offices that do not have their own search engine can use Google, Yahoo, Hotmail, MSN and so on. These skills can be used as a tool of teacher-student interaction, teacher-teacher, student-student.

7

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

viii. The eighth is to share information through the staff database which allows students to improve their communication skills with staff in a better, polite and respectful manner. ix. The ninth is the skill of writing computer programs and producing software or software for multimedia. x. Tenth is the skill of printing various documents such as portrait or landscape position, color, type of printer, selection of required pages, and desired volume.

7.

Multimedia-Based Teaching Strategies

All students can use this method depending on their interests and abilities. This method is commonly used in dedicated rooms such as resource centers and computer rooms. In the use of power point, teachers or students should include the keywords of a topic for discussion. The computer should be in an air-conditioned room if used all day. A presenter who uses this method needs to make sure the computer is perfect before starting a learning session. The government encourages the establishment of Computer Clubs in schools, teachers can use it in all subjects but it depends on the competence and ingenuity of the teachers, teachers need to be equipped with technical training involving computer literacy, preparation of multimedia materials and technical skills. For example, before the show, a few things should be done by the teacher: give an introduction or narrate an event that can introduce the content to be shown. Draw students’ attention to ideas or issues related to teaching objectives. Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 several things should be done by the teacher: give an introduction or narrate an event that can introduce the content to be shown. Draw students’ attention to ideas or issues related to teaching objectives. Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 several things should be done by the teacher: give an introduction or narrate an event that can introduce the content to be shown. Draw students’ attention to ideas or issues related to teaching objectives. Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 give an introduction or narrate an event that can introduce the content to be shown. Draw students’ attention to ideas or issues related to teaching objectives. Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 give an introduction or narrate an event that can introduce the content to be shown. Draw students’ attention to ideas or issues related to teaching objectives. Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 Provide questions so that students’ attention can be drawn to certain aspects of history. With this preparation, students will be encouraged to participate during film and slide shows. With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8 With specific questions a teacher can help students find the information they want and then encourage them to draw conclusions on the historical facts learned. The use of video is also intended to provide information to students easily and explicitly. 8

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

8.

Challenges and Suggestions for Use

The effectiveness of the use of ICT in the teaching and learning of History depends on the involvement of all parties, namely the Ministry of Education Malaysia, school management and teachers.

a.

Teacher Supplies

The use of information technology in the process of teaching and learning history should be well planned and not as a side activity that has nothing to do with the curriculum. Therefore, teachers must use ICT in accordance with the requirements of the curriculum and support an approach to the teaching and learning process. The use of ICT in R & D can be seen from two aspects, namely the teaching aspect of teachers using ICT and the learning aspect of students using ICT, and tutorials, exploration, applications and communication. b. Title Selection Teacher selects material based on a predetermined purpose. Some questions need to be asked by the teacher when choosing the content and type of tools. For example, whether the content presented is useful, accurate and the information can be easily accepted by students. c. Classroom Environment Classroom conditions and places where film shows as well as recording sound strength should be taken into account. Before students watch a historical film, they should be provided with sufficient background knowledge of the title in order to understand the selected film. d. Self-Learning: Students need to be given guidance and skills in using various multimedia such as computers, ICT, and video. They are well-educated to the point of being able to learn on their own. Skills in using multimedia materials can increase confidence in self-study which in the long run benefits students and teachers. At this level students will have the confidence to use a variety of multimedia equipment to browse and surf the internet. They will acquire a variety of information and materials related to their learning. Confidence accompanied by skills allows students to use this method according to time and comfort including outside the school schedule. e.

Further Work 9

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

After the presentation, further activities should be carried out. With this activity, history teachers can assess whether the objectives are achieved or not and ensure students take full attention during the show. f. Teaching Resource Development: The development of resource materials should be focused on aspects of teaching development or instructional development. Specific training in the use and technical maintenance skills should be accompanied by those involved with the development of teaching resources. They should be placed in a school on a regular basis to ensure that all hardware and software are always in good condition, especially when in use. They need to have skills in controlling the quality of materials to ensure the effectiveness of use either in the laboratory, school or out of school. 9.

Conclusion

The use of computers in education is becoming more widespread, It involves a very effective teaching and learning process for the benefit of teachers and students. Teachers need high self-resilience and mental to form students who are computer literate and ICT smart as well as multimedia savvy. Students need to be confident and strive to improve their skills in computer use. It is clear that its success depends on the provision of infrastructure and logistics from the Ministry of Education. History teachers should take pro-active and transformational initiatives to use ICT and multimedia in the teaching and learning of History because there are so many sources, information, facts, and historical evidence available around the world. This corresponds to the nature of the subject of History which includes the political aspects, economic, social, educational and so on from the past, present and future. History has the widest coverage in its discipline and only the subject of History discusses the aspects of nationhood, patriotism, unity, sovereignty and independence. If students are not interested or blind to history it is very feared that all that will be lost and we will be re-colonized or maybe will become travelers in our own country. REFERENCES:  Baharuddin Aris et. all, 2003, Computer Science, Engineering and Technology, Selangor: Venton.  GSRao et.all, 1991, Computer Aided Learning, Petaling Jaya: Fajar Bakti.  Norhashim Abu Samah, 1988, Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 History has the widest coverage in its discipline and only the subject of History discusses the aspects of nationhood, patriotism, unity, sovereignty and independence. If students are not interested or blind to history it is very feared that all that will be lost and we will be re-colonized or maybe will become travelers in our own country. REFERENCES:  Baharuddin Aris et. all, 2003, Computer Science, Engineering and Technology, Selangor: Venton.  GSRao et.all, 1991, Computer Aided Learning, Petaling Jaya: Fajar Bakti.  Norhashim Abu Samah, 1988, Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 History has the widest coverage in its discipline and only the subject of History discusses the aspects of nationhood, patriotism, unity, sovereignty and independence. If students are not interested or blind to history it is very feared that all that will be lost and we will be re-colonized or maybe will become travelers in our own country. REFERENCES:  Baharuddin Aris et. all, 2003, Computer Science, Engineering and Technology, Selangor: Venton.  GSRao et.all, 1991, Computer Aided Learning, Petaling Jaya: Fajar Bakti.  Norhashim Abu Samah, 1988, Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 If students are not interested or blind to history it is very feared that all that will be lost and we will be re-colonized or maybe will become travelers in our own country. REFERENCES:  Baharuddin Aris et. all, 2003, Computer Science, Engineering and Technology, Selangor: Venton.  GSRao et.all, 1991, Computer Aided Learning, Petaling Jaya: Fajar Bakti.  Norhashim Abu Samah, 1988, Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 If students are not interested or blind to history it is very feared that all that will be lost and we will be re-colonized or maybe will become travelers in our own country. REFERENCES:  Baharuddin Aris et. all, 2003, Computer Science, Engineering and Technology, Selangor: Venton.  GSRao et.all, 1991, Computer Aided Learning, Petaling Jaya: Fajar Bakti.  Norhashim Abu Samah, 1988, Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10 Computer Aided Teaching.  Poh Swee Hiang et.all, 1996, Sumber Teknologi, Kuala Lumpur: Kumpulan Budiman. 10

In Abdul Razaq and Isjoni (2009). Transformation of Teaching and Learning History. Joint Publication: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi; and, FKIP, Riau University, Pekan Baru Indonesia. Hlm. 113 – 126. ISBN 978-602-8025-27-0.

 Abd. Rahim Abd. Rashid | (1989). KBSM History Teaching Strategies. Selangor: Publisher Fajar Bakti Sdn.Bhd. Zain Ismail Zain. (2000). Miltimedia Application In Teaching. Kuala Lumpur: Utusan Publications & Distributors Sdn.Bhd.  Jamalludin Harun & Zaidatun Tasir. (2003). Multimedia In Education. Pahang: PTS Publications & Distributors Sdn.Bhd.  Khalid Abdullah, Siti Fatimah et. al. (1999). The Use of Computers in Education. School of Distance Learning: Universiti Kebangsaan Malaysia.  Yusup Hashim. (1998). Teaching Technology. Selangor: Publisher Fajar Bakti Sdn.Bhd.  Use of Information and Communication Technology (ICT) in Teaching and Learning. (online) 

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