POTENSI TEKNIK MNEMONIK SEBAGAI STRATEGI MENGINGAT FAKTA DALAM MATA PELAJARAN SEJARAH PRA-UNIVERSITI
THE POTENTIAL OF MNEMONIC TECHNIQUE AS A FACT-RETENTION STRATEGY IN PRE-UNIVERSITY HISTORY EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v7i3.1252Keywords:
teknik mnemonik, strategi pembelajaran mnemonik, pengekalan memori dalam pembelajaran, mnemonik dalam pendidikan, strategi memori pelajarAbstract
Mata pelajaran Sejarah di peringkat Pra-Universiti memerlukan pelajar menguasai sejumlah besar fakta seperti tarikh, tokoh, peristiwa serta hubungan sebab dan akibat dalam sesuatu peristiwa sejarah. Walau bagaimanapun, ramai pelajar Pra-Universiti masih menghadapi kesukaran untuk mengingat fakta sejarah yang banyak dan kompleks, khususnya apabila mereka perlu menghubungkan pelbagai peristiwa, tokoh serta faktor yang terlibat dalam sesuatu topik. Sehubungan itu, kajian ini dijalankan untuk mengenal pasti potensi teknik mnemonik sebagai strategi mengingat fakta dalam mata pelajaran Sejarah Pra-Universiti. Kajian ini menggunakan pendekatan ulasan naratif bagi meneliti dan mensintesis kajian-kajian terdahulu yang berkaitan dengan penggunaan teknik mnemonik dalam pembelajaran. Hasil ulasan naratif telah menemui beberapa potensi teknik mnemonik sebagai strategi mengingat fakta dalam mata pelajaran Sejarah Pra-Universiti, iaitu: (a) meningkatkan keupayaan memproses penyimpanan maklumat dalam memori jangka panjang; (b) mengaktifkan pembelajaran menerusi elemen kreatif dan visual; (c) membantu memahami hubungan dan asosiasi antara fakta sejarah; (d) menstrukturkan maklumat yang kompleks dan segragatif; dan (e) menguatkan motivasi dan keyakinan dalam peperiksaan. Secara keseluruhannya, penggunaan teknik mnemonik didapati berpotensi menjadi strategi pembelajaran yang berkesan dalam membantu pelajar Pra-Universiti mengingat fakta dalam mata pelajaran Sejarah Pra-Universiti. Bagi kajian lanjut, penyelidik dicadangkan agar meneroka penggunaan teknik mnemonik dalam topik sejarah yang berbeza serta mengkaji potensinya melalui pendekatan kajian eksperimen yang melibatkan sampel pelajar yang lebih besar.
Pre-University History subjects require students to master a large volume of facts, such as dates, figures, and events, as well as the cause-and-effect relationships within historical occurrences. Nevertheless, many pre-university students still face difficulties in remembering numerous and complex historical facts, particularly when they need to interrelate various events, figures, and factors involved in a specific topic. In this regard, this study was conducted to identify the potential of mnemonic techniques as a strategy for remembering facts in Pre-University History subjects. This research employs a narrative review approach to examine and synthesise previous studies concerning the use of mnemonic techniques in learning. The results of the narrative review identified several potentials of mnemonic techniques as a strategy for remembering facts in Pre-University History subjects, namely: (a) enhancing the capacity for information processing and consolidation within long-term memory; (b) stimulating learning engagement through the integration of creative and visual elements; (c) facilitating a deeper understanding of the interrelationships and associations between historical facts; (d) structuring complex and fragmented information; and (e) bolstering motivation and self-efficacy in examination performance. Overall, the use of mnemonic techniques was found to be a potentially effective learning strategy in assisting pre-university students to remember facts in Pre-University History subjects. For future research, it is suggested that researchers explore the use of mnemonic techniques in different historical topics and examine their potential through an experimental research approach involving a larger sample of students.
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