Turkish Journal of Computer and Mathematics Education Vol.12 No.3 (2021), 218-223 Research Article 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 [email protected] 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 218 Historical Literacy Among Primary School Pupils 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 Correct Wrong Total No. Item 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). 219 Baharuddin Jabar, Ramli Saadon, Khairi Ariffin, Mohamad Kamal Kamaruddin 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).