Neo-21st Century Learning History Module in Improving History Content Knowledge Among Year 5 Students at Daerah, Sungai Buloh

Abstract

This quasi-experimental study involves quantitative research approach to identify the effectiveness of the Neo-21st Century Learning History Module in improving the knowledge and ethics of citizenship among Year 5 students at Daerah, Sungai Buloh. This Neo- 21st Century Learning History Module is adapted from the Neoteric Approach Framework which involving five main aspects which are 16 domains of student development, constructive alignment, core competencies, Technology-assisted Classroom Based Assessment, and student-centered pedagogy. This quasi- experimental study involved a total of 84 samples in Sungai Buluh Selangor, which were divided into two groups, the control group and the treatment group, which were used as study samples over a period of 14 weeks. Data collection using test questions and questionnaires. The research analysis used is descriptive analysis involving mean values and standard deviations. Descriptive and inferential analysis data were processed using Statistical Packages Social Science (SPSS) version 29. This module proved to be effective and the data showed that the students' level of content knowledge of history was higher than the control group in the pre and post-tests. The implications of this study found that the teaching approach based on the Neoteric Approach Framework is capable of impacting the knowledge as well as the development of students in the development of history education. The implications of this study can also be a guide for educators and researchers in the preparation of a contextual and future-proof curriculum to meet the needs of holistic history education.