Abstract:

In the post-independence period, the History subject is still seen in a stereotypical view whereby the main teaching tools seem to centre on the textbooks and the tendency for students to memorize chronological events in a narrative manner. This problem continues even though the current aims and objectives of the Curriculum and Assessment Standard Document (DSKP in Malay) in the Secondary School Standard Curriculum (KSSM in Malay) are to develop students who are able to create their own futures while at the same time able to identify themselves and the nation. The teaching and facilitation processes (PdPc) of History which are often boring and unattractive are the main cause of the decline in students' interest, focus, and achievement in the particular subject, indirectly causing PdPc History to face a certain stigma and the PdPc atmosphere to remain passive. These are the main problems and challenges faced by the majority of History teachers in schools. Most studies on PBL have focused on the implementation and effectiveness; however, there has been no module development study that integrates the use of Cartoon Concept PBL in the History subject. The concept of the cartoon successfully demonstrates its importance in modern teaching and learning strategies (Koutnikova, 2017). In this regard, this study will develop a PdPc Module through the integration (intertwining) of the Problem-Based Learning (PBL) approach according to the McMaster Model (Barrows & Tamblyn, 1980) with the Cartoon concept into the subject of secondary school History in Malaysia. There are six (6) research questions that are related to the theoretical basis of the module construction as well as the value of validity and reliability of the sub-constructs and the overall content of this module in the PdPc of secondary school History. This study is expected to produce a PdPc-PBL Module with the Concept of Secondary School History Cartoons as a practical guide and provide a comprehensive framework for PdPc History in enhancing the diversity of students' abilities and skills. This study is able to offer qualitative and quantitative evidence of the effectiveness of the integration of the Cartoon Concept PBL approach in the development and construction of PdPc modules in stimulating the skills and knowledge of the 21st Century students such as cognitive, interpersonal, and intrapersonal (based on Pellegrino and Hilton model, 2012) in various fields capable of stimulating thinking at the highest level. Specifically, this study aims to develop and promote the intellectual development and thinking skills of secondary school students in Malaysia. The PdPc-PBL Module with the Secondary School History Cartoon Concept which will be produced is the latest and the most innovative in Malaysia and it can be applied by various training and education institutions, agencies, or individuals in the field of History and it can also be used as a guide in other fields. This study is very beneficial to the Ministry of Education Malaysia especially the Curriculum Development Division, teachers and history experts, secondary school students and organizations, and individuals interested in empowering innovative PdPc culture in the field of History, especially in the face of the COVID-19 pandemic.

Keywords:

Problem-based learning, Development and validation, Cartoon concept, Teaching History, Module.