HUBUNGAN ANTARA STAIL BERFIKIR STERNBERG DENGAN TAHAP PENGUASAAN SEJARAH DALAM PENTAKSIRAN BILIK DARJAH

Abstract

This survey study aims to determine whether there is a significant relationship between thinking style and level of history acquisition in Classroom Assessment, in addition to determining whether legistative, executive, judicial, global, local, liberal, conservative, hierarchic, monarchic, oligarchic, anarchic, internal, and external thinking styles are predictor variables for the level of history acquisition in Classroom Assessment. A total of 150 students were involved in this study. The research instrument is a questionnaire utilising Sternberg Wagner Thinking Styles Inventory while the level of history acquisition was based on the result of Classroom Assessment. The instrument was validated and has a good discrimination and difficulty index and reliability value. The data of this study was analyzed using descriptive and inferential statistics such as Pearson Correlation and Multiple Regression test through IBM SPSS software. The findings of this study show that there is a significant positive linear relationship between legislative, executive, judicial, global, local, liberal, conservative, hierarchic, monarchic, oligarchic, anarchic, internal, and external with history acquisition and contribute 69 percent as predictor variables. The implication of this study is student’s thinking style and history acquisition in Classroom Assessment are related in determining the effectiveness of the history learning process among students.