Perceptions of History Teachers towards the Development of Problem Based Learning Using the Cartoon Concept Framework in Secondary Schools

Abstract

This qualitative identify the Perceptions of History Teachers Towards the Development of Problem-Based Learning (PBL) Using Cartoon Concept Framework in Malaysian Secondary Schools. The primary objectives of this study are: (i) To identify the level of content requirements for topics incorporated into the development of Problem Based Learning (PBL) Using the Cartoon Concept Framework in secondary schools based on the perspectives of History teachers and (ii) To identify the necessity to develop the Problem Based Learning (PBL) Using Cartoon Concept Framework in secondary schools based on the opinions of History teachers. The study involved seven purposively selected History teachers from secondary schools in Malaysia. The researcher used an interview protocol with two questions as the instrument for this study, semi-structured interview. The data was analyzed thematically, resulting in two key themes: Visual Learning Style and Teaching and Learning Approach, two keys subthemes: Visual Auditory Kinesthetic (VAK) and Problem Based Learning (PBL). The purpose for this study emphasised new learning methods by introducing the development of Problem Based Learning (PBL) Using the Cartoon Concept Framework to attract students in secondary schools. The findings of this study indicate that Problem Based Learning (PBL) Using the Cartoon Concept Framework can be used as a guideline to provide more practical and comprehensive methods in secondary schools throughout Malaysia. This is critical for improving students' diverse skills and abilities in accordance with the demands of 21st-century. As a result, the Malaysian Ministry of Education (MOE) ensuring that students pass History as a mandatory subject in order to qualify for the Malaysian Certificate of Education (SPM).