Professional Documents
Culture Documents
(KAEDAH)
1.1
Sinopsis
Learning Outcomes
At the end of this topic, you will be able to:
1. Describes research in education
2. Explain the characteristics of research in education
3. discuss research approaches in education
4. Describes ethical aspects of educational research
1.3
Research Objectives
Characteristics of
Research
Research Approach
1.4
Ethics in Research
j.
Started on a small scale - perhaps the only one in the beginning, later involving small
groups and then larger groups.
1.4.3
Subjective Data: Data is the human perception of the environment in which they
reside.
1.4.4
Ethics in research in education is a matter relating to the conduct of researchers and how
researchers associate or treating samples made during the investigation. It is related to the
norms and standards and behave berperlakuan standard to be observed by the researchers.
1.4.4.1 Important aspects of research ethics
There are three important aspects of research ethics;
a. Conduct their professional work with the honest and sincere, and in a way that will not
jeopardize future research.
b. Respect the rights and dignity of all those involved or affected by their research
c. Ensure as far as possible the welfare of the physical, social and psychological
participate in research or those who would be impacted
1.3.4.2 Code of ethics
Researchers should respect the personal rights of research participants. Researchers
need to build a relationship with a person or group before they joined the investigation.
Between codes of ethics are:
summary
This chapter describes the general background of the research is the history related
shows an increase and a decline in research. Similarly, there are notions that are almost the
same meaning given by the leaders of the research. The main approach has been discussed in
the research is qualitative and quantitative approaches each of which requires a certain etiquette
that must be observed by the researchers.
Exercise
Create a summary of research by understanding the views of leaders of research.
OLL
Create a table showing the differences between qualitative and quantitative approaches. Send to
your lecturers by OLL or email.
TOPIC 2
2.1
Sinopsis
This course explains the various types of research, the introduction of a variety of research
design measures, which consists of quantitative research that is experimental, quasiexperimental, survey, correlation studies, while qualitative research is ethnographic studies, case
studies and the study of history.
2.2 Hasil Pembelajaran
a. Explain the concept of basic research, applied research, action and penilaian.
b. Study the various types of quantitative and qualitative research design.
Type of Research
Introduction to Various
Types of Research
Design
Basic research
Quantitative research
Applied research
Qualitative Research
Action research
Research ratings
2.4 Type of Research
2.4.1 Basic research
Basic research is also known as pure research. This research could improve understanding of
the principle? The basic principles of the new science regardless of the benefits, in the long
term. It is done when there is a curiosity about things. In basic research, the theory is provided
and applied to produce a concept that can be used when solving problems in education.
2.4.2 Applied research
Applied research is research that is made to access or use some set theory, knowledge,
methods and techniques of research communities, with a view to reviewing its effectiveness in
solving practical problems. Applied research presents a re-formation theory. For example, the
study of the adjustment range of learning styles while teaching moral education.
2.4.3 Action research
Action research is a reflective process that combines action and research to solve the problems
of a particular problem, issue or phenomenon. It was carried out in a progressive and
controlled by an individual or a group of researchers with the assistance of professional
researchers.
2.4.4 Research ratings
Evaluation research is the research conducted to gauge the effectiveness or performance of
a project, program, concept or campaign. It is performed to determine the project or program
in accordance with the steps and follow the objectives that have been defined.
Aktiviti 1 Perbincangan
Nyatakan jenis-jenis penyelidikan dan bincangkan secara ringkas salah satu daripadanya.
researcher to answer the research question. In fact there are various types of research design.
2.5.1 Quantitative research
Quantitative research is objective and formal research and using statistical methods.
Quantitative research is characterized by the use of a large sample, standard
measurements, deductive approach and a structured interview tool to collect data for
testing the hypothesis (Marlow, 1993)
2.5.1.1 The experimental study
The experimental study was an experimental design study that brings the practice of
collecting information, either with full control over the variables or not. It is characterized by
direct manipulation or control of the variable (the cause), so the effect can be seen in other
variables (consequences) of this causal relationship is important from the perspective of
problem solving. Interest described by Van Dalen (1973). As a necessity of causality is to be
submitted to enable scientists to achieve the goal of explaining, predicting and controlling
behavior, incidents and events. or not.
a. Experimental Methods
Experimental method is the use and adaptation of scientific research methods. This method is
the most accurate method but a bit complicated to run. Some features of this method include:
i. Using the notion that if there are two situations that are similar to the treatment given to
each of those situations, the difference obtained (if any) caused by the treatment.
Thus, the experimental method involves control of all factors except the treatment
effect to be studied.
ii. This method is suitable for use in the classroom that some conditions can be controlled.
iii. Because human subjects in the experiment were not all features can be controlled.
Features such as interests, abilities, mental and emotional health it is difficult to
determine. Therefore, the results of experiments in educational research is not as
accurate as a result of scientific experiments.
iv. In the classroom, the researchers wanted to control factors such as age, achievement,
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intelligence, reading ability, social status, race, and so on. These factors will change
the characteristics of the subjects in the group and the experimental group.
b. Langkah-langkah Penyelidikan/ research stages
i. Designing Making Experiment
(A) Assess why it is necessary to experiment and state the problem to be studied.
(B) read the writing and the research results on the problems to be studied.
(C) Determine the factors involved in the experiment.
(D) Determine the experimental method to be used.
(E) Planning for the place, time, and tools to conduct an experiment.
(F) Make a preliminary trial.
(G) Select the required subjects.
ii. Conducting Experiments
(A) Controlling factors not included in the experiment.
(B) Record the measures undertaken.
(C) Record the results obtained.
(D) Welding, analyze and interpret the experimental results.
(E) Make a decision.
iii. Make a Report
Types of Experiments
One method commonly used to classify the type of experiment is in accordance with the
accumulation of subjects. There are three types of experiments that can be done by raising
the subject.
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R
1
R
2
12
In these experiments, two or more groups of subjects were similar or parallel use. One of
the group was used as a control group and the other as the experimental group.
Treatment effects to be studied is applied to the experimental group. Differences in the
measurement results for both groups before and after treatment ditentukan.Secara
summary, the steps run parallel experimental groups were as follows:
A set of control
B = set of experiments
If more than two parallel groups was used and more than one treatment (X, X1, X2, ...) is
used, the steps to carry out the experiment as follows:
X
X1
X2
R1 R
= Results of treatment X
R2 R
= Treatment outcome X1
R3 R
= Results of treatment of X2
R1
R2
R3
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The first step in this method is to select the line. This step is a little more complex reasons
for the existence of individual differences within the group. Although there are several
variables that can be measured objectively, such as age, gender, race, physical condition,
past performance, intelligence, and so on, there are also other factors that are difficult to
quantify, such as reading habits, personal characteristics (such as creativity, curiosity, and
so on).
Therefore, to equate the groups used in several ways, including:
i.
Select subjects randomly (choose subjects for each group at random from a large
population)
ii.
Choose subjects according to mean and standard deviation (choose subjects for
each group according to scores in IQ, age, and so on).
iii.
Using matched pairs, (choose two or three subjects that are quite well together and
dividing it into two or three groups).
This method uses the experimental and control factors simultaneously and take turns.
Suppose X factor experiments, and Y, the control factor. The following figure shows how to
control experiments using the spin group.
Rotation
Rotation
II
A.
R1
R2
R3
R + R3 = Results of treatment X
R1 + R2 = Treatment outcome Y
(R + R3) (RI + R2) = Treatment difference of X and Y
This method is able to control the timing as in the experimental group and the group as
needed to equalize in the experimental group in parallel.
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2.4.1.2 Quasi-experimental
What is quasi-Experimental? This study is commonly used to evaluate the effectiveness of a
program when the respondent can not be randomly assigned. Two groups were selected to
be unbalanced and does not have the same characteristics.
Quasi-experimental design was used to replace the original design of an experiment when the
process of selecting respondents, a random distribution can not be done by the researchers
(Chua, 2006). Furthermore, this study was carried out on individuals who are constantly
exposed to the external errors such as gender, age, background, experience, existing
knowledge, environment and so on. All of these factors can affect the outcome of the
experiment.
In other words, researchers are not sure whether a change in the treatment group
respondents at the end of the experiment is due to the treatment given to him or external
factors other. This study is commonly used by researchers in psychology, sociology and
education (Neuman, 2000). For example, a researcher has conducted a study on the
effectiveness of counseling programs for students with discipline problems in a school. This
study uses the method of selecting respondents for the purpose of sampling.
This sampling using behavioral characteristics of discipline problems. Treatment group is
students with discipline problems while the control group is the group of students performing
disciplines. Differences can be identified from the two groups regarding sex, race, age, IQ
level, education level, the views and attitudes. Therefore, this study can not be a pure
experiment but researchers may conduct a quasi-experiment.
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Purposive sampling in this study is used to get the group of respondents who have certain
characteristics in accordance with the requirements of researchers. For example, a study of
student discipline problems. The sample was students with discipline problems. This sample is
not a random sample. There are many different designs of quasi-experimental studies, but the
explanation is given to the design of three commonly used among researchers in the field of
education. According to Chua (2006), there are three design quasi-experimental studies that are
commonly used are:
design),
The design of the pre-post groups disproportionately are the most popular design used in
the study of the effectiveness of education. This design has two groups of respondents, the
treatment group and the control group. Both groups have characteristics similar.
In this study design, analysis, test and ANOVA test was used to determine differences
between the two groups of respondents. Design regression is not connected commonly
used in studies involving special groups such as evaluating the effectiveness of
rehabilitation programs and test the effectiveness of counseling programs on the attitudes of
students with discipline problems.
Tests using regression analysis. The design of the time series is long-term studies that
require a lot of time and energy. This design does not have a control group. Researchers
were unable to compare whether the treatment provided will result in the desired change or
not (Mohd. Majid, 2000).
Post-tests will be repeated throughout the treatment. For example, studies on the
development of the academic achievement of students who are exposed to mathematics
education. Analyses were performed with better test performance.
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17
Introduction The term is derived from the Greek word Ethnos, which means people,
nation or Culture. According to Agar (1986) in Sabitha Marican, (2005) stated graphy?
Means an explanation of something. Ethnography is a field study in the form of
observations that are often used in the study of sociology and anthropology and is
referred to as a natural scientific research (field research).
This opinion is agreed upon by the two masters of Berg (1995) and Guy et al.
(1987) in Sabitha Marican, (2005). According Sabitha Marican (2005), ethnography is
also regarded as a study? The most basic social research. Sometimes it is also defined
as an explanation? Writing of a culture of customs, beliefs, behavior based on the
information gathered from field studies. It is a descriptive study of the culture, subculture, institutions or groups of society.
Questions are often raised and focused on ethnographic research like? What is it ??
cultural groups. So what do ethnographic portrait of a society in their daily lives. It is a
photograph or picture of the man. Thus, an ethnographic research study focuses on
detailed and accurate depiction and not hate relationship (Sabitha Marican, 2005).
According to Creswell (2005), ethnography is a form of practical research? Studying a
group like education, beliefs, behavior and language.
Ethnographic research is a form of qualitative research used to describe, analyze and
meinterpretasi form? Culture-sharing? a lot like the behavior, beliefs, languages,
economics, political structures, interactions, life and style in? relationships. To
understand the? Culture-sharing? a researcher must spend time in the field to
interview, monitor and medokumentasi to understand.
Time taken, the data can be recorded with terperinci.Kajian Ethnography is the branch
of anthropology that in relation to give specifically to human culture. It started late 19th
century and early 20th century, and studies using ethnographic methods was first
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published in the 1920s and 1930s by the Chicago School of Sociology (Pole
Around 1950, an ethnographic study is still new and under Hammersly (1998) about the
1960 study using anthropological and sociological approaches to wane but the study
using an ethnographic approach is growing and more digunakan.Kajian is still limited,
but it continues to grow around the year 1980s. Beginning in the 1980s, ethnographers
have identified and only focus on the cultural group, control, monitoring, data analysis
and writing of the study (Creswell, 2005).
Ethnography is the study describes and analyzes a part of the culture and the
community to identify and describe the beliefs and daily practices of the respondents.
Ethnographic studies also need to examine the two groups of respondents and where
they interact simultaneously. Topics in ethnographic research is not specifically stated
in the beginning of the study. Studies conducted on a small scale with a limited number
of respondents and the context of the study is small. Ethnographic researchers have
conducted a study on the nature of the respondents in a certain period of time to collect
data.Sanders (2004), states involves ethnographic overview and learn about the?
Human culture.
Social researchers using ethnographic methods to better understand? Cultural and
social relations through interpretation and practical. Effectiveness of ethnographic
studies is not dependent on the perspective of the researchers, but to summarize the
data. Ethnography was originally used in the anthropological discipline of spending time
with the locals to make observations on the life and practices. Usually traditional
ethnographic studies done individually and takes from several months to years to
complete. Ethnographic research methods with the application leads the user to see
the form and development of new products and services to enhance the? Production.
Ethnographic application made by a small group and is usually done in a short period of
a few days to several months. Sabitha Marican (2005),
2.5.2.2 case study
A case study is included in a study of descriptive research methods. Made an intensive study
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Activity 2-Discussion
Is the research design appropriate to study a comparison of two methods for
teaching the Quran / (in their respective fields) to the student level 1? (More than
one design permitted).
Question OLL
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TOPIC 3
3.1 Sinopsis
This course describes the procedures of educational research, Stating the research problem,
setting objectives, developing research questions, developing hypotheses, conducting literature
reviews, planning the design of the study, to determine the sampling procedures, instrument
building, stating the validity and reliability of the instrument, determine the procedure data
collection, collect data, analyze and explain the data, discuss and report on the findings.
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Determine sampling
procedures
Setting objectives
Developing The study
instruments
Procedures for
Educational Research
Conducted a literature
review
Educational research conducted in a manner similar to the process of scientific research using
systematic measures of problem formulation studies to collect data until the results
of a study based on the analysis of the study coincided with the data.
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a) Introduction
In this section you will introduce the research problem with little elaboration about the main
focus, the variables involved and the purpose of the study. You should also highlight some
significant research in the field of study you choose. It should be about 200 words long.
b)
Background Study
In this section, you should describe the research problem you have identified and explain why
they need to study.? You should also sketch the current situation or the issues that need to be
addressed, and explain how your research will yield the required solutions or explain the
problems that exist. Here you can also explain the literature related to your research and to
produce a significant discovery.
c)
The problem statement can be written as a general purpose of the study or in the form of
research questions. In general, this statement is very specific and contain variable of the study.
If you are using a hypothetical, as was common in quantitative research, it is also necessary to
specify. Here are examples of the research problem statement in the form of questions.
(I)
(II)
(III)
(IV)
Did the disciples? The following classes have the ability Fard Ain reading skills,
mobility and appreciation pray better than students who do not attend classes Fard
Ain?
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Statement of the specific objectives of the study are listed before susuatu study.? Listing
specific objectives of this study are important to researchers because it allows researchers to
collect appropriate data and the type of equipment to be used. To develop the questionnaire
items, you need to refer to your study objectives. In the same context, while conducting
observations, interviews and document analysis, you will also be guided by the objectives.
Here is an example of a teacher's objective of excellence.
The objective of the study is:
1. Identify approaches in teaching Islamic education, including teaching strategies and
methods and techniques used
2. Identify strategies used by teachers in the room j-QAF
3. Getting the students 'perceptions of teachers' personalities and relationships of teachers
and students.
4. Rates the performance of teaching from the perspective of an observer and student.
5. Provide information about the skills of reading, movement and appreciation of prayer is
delivered and how it is presented, implicitly or eksplisit.
3.4.3 Develop research questions
Questions and objectives in close contact with each other. Research questions are questions
that are built according to the study objectives. Which answers to these questions help the
researcher to be objective and purpose of the study.
Below are some examples of research questions.
(A) What teaching strategies, methods and techniques used by teachers to excel in the
classroom?
(B) Practical learning how teachers handle Prayer Breakfast j-QAF
(C) What reading skills, and an appreciation of the prayer movement is controlled implicitly
or explicitly?
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(D)
(E) Is the performance of the teacher in teaching is valued by educators and students?
An expectation that the relationship between several variables or the effect of one
variable to another variable.
3.4.4.1 The difference between the study hypothesis and statistical hypothesis
Hypotheses are statements about the expected results, but statistical hypothesis is a statement
about the assumptions that there is no relationship between the variables studied. No
assumptions should be made in this connection because of a statistical method used to test the
hypothesis must assume? No relationship? between the variables. For example:
Ho : 1 = 2 (hipotesis statistic/nol)
Ha : 1 2 (hipotesis kajian/alternatif)
1 = min populasi 1
2 = min populasi 2
For any hypothesis / statistic is constructed, there should be alternative hypotheses /
research, if the null hypothesis is rejected. So there is a set of hypotheses. The null hypothesis
is usually expressed in the form ?? no difference? .In Addition, a hypothesis can not be tested if
the size of the dependent variable is not quantitative. Qualitative data that do not use the size of
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the numbers can not be analyzed statistically. So the hypotheses should not be built, but the
question should be answered in a descriptive study with no evidence of a point.
3.4.5 Conducted a literature review
John Creswell (2008) defines a literature review as a summary of the written articles taken from
journals, books and other documents that provide an overview of information on the past and
present. Organize the literature according to the research topic. The literature review also in
accordance with the documents required for an investigation. The literature review should be
made to allow researchers to gain a deep understanding of the relevant research problems. The
literature review can provide to penylidik whether the study has been done by previous
researchers or sebaliknya.Langkah-step review of the literature:
a. Identify keywords
b. Get a variety of literature sources
c. Critically evaluate
d. Grade level literature
e. Write a review literitur
Experiment
Quasi-Experiment
Correlation
Review
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Grounded Theory
Ethnographic
Narrative
Case Study
Mixed Methods
Study Measures
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Generally, the instrument is any device or method or methods for obtaining and collecting data.
The study instruments are the way they are / copyright by the researcher based on the research
questions and create custom instruments pengakaji previous studies and uses existing standard
instruments. Instrum quantitative study using questionnaires (BSS), a variety of tests and
checklists
Tujuan Kajian
Purpose of the study & Quantitative Research Design is:
1. Creating a perception, opinion or trend of the issues.
Example: student perceptions of the importance of research PISMP . (The design of the study
survey (Survey)
2. Review the effectiveness of the treatment. Example: efficiencies of cooperative learning
methods (study design of Experiment) Note: Random Sampling
3. Assess the effectiveness of the treatment. Example: The effectiveness of cooperative learning
methods (study design of quasi-experiments) Note: Sampling was not random
4. Examine the relationship between variables (correlation study design type) Example:
Relationship between Practical Method to control the reading of prayers in the prayer.
EXPERIMENTAL DESIGN
The main features:
1. Participants were selected and randomly assigned to the experimental group and the control
group.
2. An intervention applied to one or more groups.
3. Consequences? (Outcomes) are measured at the end of the experiment - can determine the
cause and effect in the study.
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a) Stimulus Environment
b) Emotional Stimulus
c) Stimulus Physiology
d) Stimulus Sociology
4. This study used a questionnaire scale of 4 points in this study.
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The study used qualitative research through interviews, observations and documents in
an effort to gather as much research information or data, the use of triangulation technique itself
has been able to strengthen the validity of the study. Use triangulation techniques
(questionnaires, interviews and observations) were used simultaneously in a study should be
made in the form of equivalent form (criterion and construct the same item in different types of
instruments).
Use triangulation techniques such as collection of data obtained through the source
documents can not only support and add data from various other sources, but also helps to
confirm the information obtained from interviews and observations. Validity in qualitative
research (the use of interviews, observations and documents as instrumentation) not only
focuses on the study results, but the entire research process.
For a survey research method, the internal validity (internal validity) and criterion validity
(criterion validity) were used simultaneously for the purpose of making a mistake on the
instrument interview. Internal validity of the views of the manipulative aspects of control in the
relationship variables. Thus, the technique morale ballot and cross-checking is used both
simultaneously to strengthen the validity of the data, particularly in the interview. On the call,
usually the researchers will use two informants (one male and one female) for each study for
the purpose of the interview.
While the validity of the criteria in the interview is through interviewing individuals who
actually have the knowledge and information on the field of study. Usually for this purpose, the
researcher will be interviewing several informants in the different studies provided the same
features and attributes. While the validity of the observations made by the technique of
construct validity (construct validity), by way of categorizing events observed on a number of
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groups (clusters) of the desired variable, then compare the observations with the present
observations. Interest researchers is to ensure the validity of the instrument validity items
(instruments) to be;
Accuracy (accuracy?-Question)
information about the title and the variables to be measured for menginferenkan
data).
In the pre-analytical phase, the details of the study are to be read and understood,
updated, and improved. You must be sure that the key variables / key labeled correctly
according to the type or category. They shall be prepared in accordance with the requirements
of the theory of order analysis.
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Data Processing
As mentioned in the previous topic, the data collected and cleared by the following
procedure:
(A) A letter requesting permission to conduct studies to be sent to school administrators along
with a letter of authorization from the Ministry Muridan.
(B) After the approval of the principal, an appointment be made with the classroom teacher to
discuss a timetable for you to review. Background information on the class need to know before
starting the study.
(C) When the sample was identified, questionnaires / inventories distributed and asked them to
be mengisikannya.
d) Before the analysis made, the raw data collected shall be processed prior to background
subjects, for example, the percentage of students by gender, socio-economic level of the
principal baps, salaries and school location.
(e) Data from the study, such as questionnaires / inventories, should be amended to score the
variables of the study. This is usually done by using a calculation, such as counting the number
or mean certain items to calculate a score for the variable "attitude". If the scores
obtained manually, then review the accuracy to be done.
(F) After all the background information about the subjects and all the scores obtained by the
study variables, researchers can begin to analyze the data to answer questions and / or
hypotheses of the study.
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According to experts and Shamsina (2011), we also need to ask some questions to ourselves,
namely:
1. Are the criteria that have been shown the quality of legal content? Do we have to leave any
important criterion or criteria have entered is not valid?
2. If we carry out treatment (treatment) and to make comparisons between groups or time, then
the following questions should be asked:
3. Are there significant differences between the groups, relevant content before and after
treatment?
4. Other treatment measures are similar conditions for each group (eg, direction, ability)?
5. Do other things have happened than the planned treatment, which may affect the findings?
6. Is there a difference in motivation between the groups before or during the study?
The Institute of Teacher Education (ITE), writing research reports along with the format / style
according to the American Psychological Association (APA).
Activities discussion
Question OLL
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TOPIC 4
4.1 Sinopsis
This topic explains the definitions and concepts, the importance of action research, action
research characteristics and diversity of models of Action Research.
4.2 Learning Outcomes
Di akhir topik ini, anda seharusnya dapat:
1. Explain the definition of the concept and importance of action research
2. Analyze the characteristics of action research vary
3. Comparing the action research model
4.3
Title Framework 4
THE IMPORTANT
OF RESEARCH
ACTION
RESEARCH
FEATURES OF
RESEARCH
RESEARCH
MODEL
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4.4
Action Research
In the UK, the idea of \u200b\u200baction research resurfaced through the efforts of
Lawrence Stenhouse (1975) who introduced the concept as a researcher and lecturer
saw action research as an important element in the development of the curriculum.
Example Page: Ford Teaching Project (John Elliott, 1974-1976), investigating the use of
inquiry teaching methods.
Elliott subsequently founded the Classroom Research Network (Carn) to support the
lecturers involved in the Ford Teaching Project.
The concept of PT then began to seep into the Malaysian education system.
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Action research is a type of research in the form of self-reflection and self-review practices
involving researchers commonly do in their job. In education, action research involves
researchers as lecturers, teachers, principals, or students (they can be as researchers or
participants surveyed) to improve in terms of social practice and self-education, selfunderstanding of the practice, the situation in where the practice is carried out.
Definisi yang lain:
Mengikut Kurt Lewin (1947)
Action Research is a three-step spiral process of (1) planning which involves
reconnaissance; (2) taking actions; and (3) fact-finding about the result of a action
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Mengikut Blum
permasalahan dikaji dan membentuk hipotesis, dan peringkat terapeutik yang digunakan
untuk menguji hipotesis.
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3.
Spread and share their experiences with the participants and those who interested
4.
5.
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4.6
Can vary the methods of teaching and learning to facilitate the achievement of their
objectives and can also understand, change and improve their own practice;
To improve the use of material and spatial working actively and effectively;
Can provide teachers as critical researchers, rich with new ideas, willing to accept
the changes and be able to make an assessment of the curriculum and cocurriculum;
Can establish a culture of research as a basis for making any plans for action; and
Kemmis action research process begins with a reflection on the teacher doing the
teaching and learning of the issues to be addressed.
Then the teacher provides an appropriate plan to address the problems it faces.
There are teachers implement the resulting plan and the implementation process of
the teachers had to monitor the progress of the actions performed.
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Refleksi
KITARAN 1
Perancangan
Pemerhatian
Tinda kan
Refleksi
Semakan
semula
perancangan
KITARAN 2
Pemerhatian
Tindakan
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Whether or not the person who can help provide information or data relevant to the
inquiry
made?
2.
Who and what is to be referred?
3.
Is there a way to get this information can be implemented?
4.
How much time do you have?
5.
How time will be divided?
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1. Make a study of the social practices that are seen as a strategic move that can be
repaired.
2. Based on a revolving cycle consists of a sequence of activities to plan, act, observe
and reflect.
3. Performed by persons who are responsible for all activities and gradually involving
research subjects without losing control over the research process.
4.7.3 Henry and Henry (1982)
Shaped collaborative between teachers and teachers, teachers and students or teachers
and parents
Shaped activity cycle - plan, act, monitor and reflect and generate the next round (more
than one round? Elliot (1991), said at least three cycles, or one year of study
Kitaran Tindakan 1
Perancangan umum
Memantau pelaksanaan kesan pelaksanaan tersebut
Peninjauan (meneliti pelaksanaan dan kesannya)
Kitaran Tindakan 2
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Pelan Umum
Langkah Tindakan 1
Langkah Tindakan 2
Langkah Tindakan 3
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Perancangan umum
yang diubahsuai
model
Ebbutt
starts
with
a general idea as a first step. The general idea of \u200b\u200bit made a literature review to
generate to generate research questions. The overall design is created and followed by the
research questions. Review and monitoring are made for the second or subsequent action
revisions back to return to the overall design. The third option can be made by changing the
design and returned to the general idea. The process will be repeated for further action.
44
the practice?
Acting and collect data
Evaluation of the effectiveness
Modifications practice attention, ideas and actions
Submit a description and explanation of? How do I fix my practice? made to a
group of people who will confirm
According to McNiff, there are two processes that occur during that action researchers
systematically through the steps above and the learning process. Actions include the learning
process and the learning that occurs is then obtained through the practice of reflection on
action. Therefore, when making a report, both the process should be reported.
45
Steps above have been formulated by McNiff (2001) in the model as follows:
This action research cycle will form the second and subsequent cycles when the field or new
problems began to emerge at the same time. Thus forming a spiral or cycle to allow researchers
to take steps to resolve the new one. This process is illustrated by the diagram below:
46
and reconnaissance or fact-finding on the effects or results of an action (Lewin, 1948). The cycle
can be seen by the diagram below:
Mengambil langkah
tindakan kedua
47
According to Lewin, the first step is to research and identify an idea or practice. This was
followed by a fact-finding related to the situation required. If this initial step can be performed,
the overall design will be made and the results will be considered as the first step of an action.
The next step consists of the steps of planning, implementation and review or factfinding with a view to make an assessment of the results of this second step. Next, the basis for
the third step is made which may involve corrections, enhancements or modifications to the
overall design earlier.
LATIHAN
TOPIC 5
48
5.1.
Sinopsis
This chapter describes the process of action research, which includes four stages. because
action research is a process of spinning (cyclic) (see Figure 2) at all levels should be seen as a
whole and in stages. process described here merely a guide, at least to allow small penyelidikaii
carried out on selected themes. This process should also be viewed in terms of its ability to
bring about change that requires immediate action to investigate and modify actions.
teamwork in the same interests is necessary to reform through modification actions in the
process. how one group of researchers developing action research can be started at any stage,
but a more systematic way starting with a review. at this stage, the focus of the theme is set,
before moving to the planning, implementation and reflection.
5.2 Learning Outcomes
Describe the process of conducting action research and the problems they faced.
5.3 Framework
The process of action research:
Plan of action
Build strategy
Implementing actions
Collect data
Take action
49
The idea gained it needs to be changed in the form of research questions. But before the
teacher should take into account a number of things related to the research to be undertaken in
order to research that will be meaningful and beneficial.
-
Do the research can be managed and completed within the time available?
50
After that research questions are constructed and shaped. Sample questions are as follows:
-
What is the most suitable method for lowering the head teach Islamic education as an
example?
To solve the problems identified, this should be stated purpose of the proposed
research, educational objectives, content standards, equipment, materials, constraints,
strengths and help, activities and expectations in the classroom environment. Statement
of the problem can be expressed in terms of the background research and the research
questions. Background of the study will be explained about the work setting such as the
role of teachers, parents and students, the culture of learning at school or in the
classroom, and the author can state the problem to be studied. Literature review was
conducted to obtain information from the researcher-penyeludik previously on issues
related to the problem that you want to examine.
5.3.2 Plan of Action
Once researchers identify problems and set the research, researchers need to make plans to
build a framework for action research. To succeed in doing something, there must be the one
doing careful planning before taking action. Get information in advance about what? ? How? ?
Why? ? Who? and? when ?. Researchers can review the results of research conducted by other
researchers. With this research will refine more topics and research questions identified
stratergi next new or new treatments that are appropriate in solving the problem. Term of this
research is the backbone of the study.
51
Have researchers get permission from the teacher education committee and the teacher
or principal about the design you want done?
You have to get permission from the relevant parties to the inquiry to carry out the
research activities.
During the execution of the action, researchers are actually collecting data. Each planning and
research questions need to be reviewed. In addition, researchers have studied the field
menerusakan readings. Likely to be some changes and improvements.
5.3.4 Collecting Data.
Various data collection techniques can be used as writing diaries, questionnaires, many video
and audio, observation, interviews and documentary evidence. The technique of choice
depends on the research questions being asked. Triangulation is necessary to prevent the
52
occurrence of personal bias. It is important when forming methods in collecting data. Data
should have validity and reliability. The validity of the data refers to the extent to which it actually
measures the specific phenomenon under investigation. While the reliability of the data refers to
the accuracy of the data collected as required in the study.
Researchers need to set a timeframe for the implementation of data collection. Use of logbooks
and journals of learning will help provide the necessary data.
5.3.5 Data Analysis
Most of the data obtained through more qualitative action research. This means that
researchers must use discretion to analyze and interpret information and data collected. The
process of qualitative data analysis, including critical reading skills, how to find the relationship
between the data obtained and the skills to determine the answer to complex research
problems.
Data analysis was performed during and after the data are collected. Analysis of data collected
during the period beginning on the first interaction with the respondent. It involves data gathered
informally to make a comparison between the existing data with new data and help researchers
determine where the data is more important. Analyzing the data after it is collected will involve
large amounts of data and requires a lot more data is managed, administered, coded,
categorized by themes and patterns of the data.
5.3.6 Creating Reflections on Action
Research needs to consider whether the lessons learned from the study. Record the process
that can be shared with friends researchers, colleagues, chairman of the committee, teachers
and school administrators. Schein (1999) suggests a reflection stratergi involves observation,
reaction, judgment and intervention models:
a. Observations: explain what we see
b. Reaction: exploring emotional reactions to what has been observed.
c. Reasoning: analyze, process, and make judgments based on observations and feelings
with the goal of identifying what are the things that are based on feelings and what are
the things that are based on the analysis of the events that occurred.
d. Intervention: designing the next approach.
53
II.
III.
IV.
V.
Penyelidik
mengemukakan
Soalan kajian.
VII.
Sumber literatur.
VIII.
IX.
Subjek kajian.
54
penambahbaikan
X.
Pelan tindakan.
XI.
XII.
Analisis data.
XIII.
Jadual kerja.
XIV.
Perbelanjaan.
XV.
Sumber rujukan
SOALAN
Huraikan proses-proses yang perlu dilalui oleh para guru dalam melaksanakan penyelidikan
tindakan.
Describe the processes that need to be taken by teachers in conducting action research.
OLL
Before implementing an action, the researchers need to do some preparation. Describe the
preparations.
55
TOPIC 6
6.1
Sinopsis
In implementing an action research process, requires a plan and a backup starts at an early
stage. Plans and proposals are good and will carefully determine the effectiveness of the
process of action research to be undertaken. This chapter will discuss the planning process and
the proposals in the action research. If teachers are doing action research in the classroom or
school setting, a proposal should be made to submit to the school board. Paper proposals
should have the support of school administrators and higher superiors to allow the support and
assistance in the form of sharing of information, or to become a research assistant, or technical
and financial donations will be given. The proposal must be developed in accordance with a
specific format that will be executed in sequence.
6.2
Learning Outcomes
1.
56
6.3
Focus / aspects of
practice for
improvement
Designing a plan of
action
Research questions
Melaksana pelan
tindakan
Implement an action
plan
Sources of literature
Mengumpul data
Collect data
Schedule
Perbelanjaan
Expenses
Sumber rujukan
Reference
Subjects
6.3.1
Reflections: The
description and analysis
of data
Researchers need to provide a description of the issues and problems that have been
identified classroom. How do you identify the problem? Tell me about the students
involved and the likelihood of the possible causes of the issues and problems. If the
focus of the study is not a problem in its classrooms, but researchers simply want to
learn more about a change that can be done or the desire to improve a practice, it also
aims to explain the desire, alteration or improvement to be achieved.
6.3.2 Research Questions
Guided by focus or issue, the researcher must build questions asked. Make sure that
the questions are relevant to the focus of the study. Explanation has been made under
the title The Study above measures.
57
6.3.3
Sources of literature
Thorough search of the literature using the library resources including virtual libraries
such as databases, texts, journals, theses and research reports, newspapers, official
publications, internet or experts. The information obtained will help and support the
research needs. The literature review should be made widely and deeply, and be able to
explain the issue or issues in a comprehensive manner. Writing a review of literature
derogatory in style and formatting. For example, the format APA (American Psychology
Association) or MLA
6.3.4
research subject
58
plans, the observation of the activities carried out, reflections on teaching, how to
administer the tests and analyze the data.
6.3.7 Mengumpul data
Researchers need to explain in detail the strategies and techniques that will be used to
collect data. For example, observations, interviews, checklists, questionnaires or
experiments. Appropriateness of strategies and techniques depending on the purpose,
situation, and the skills of researchers. Three data collection techniques should be used
for the purpose of triangulation.
6.3.8 Refleksi: Analysis and description of data
Specify how the data collected will be analyzed and made interpretations. Are SPSS
use? If SPSS is used, specify the full version. There is a difference between analyzing
the data, and this depends on whether the investigation is qualitative or quantitative
research. The data collected can also be qualitative or quantitative. So please tell me the
details.
6.3.9
scheudule
The work schedule should be designed and constructed to allow research to be
conducted in accordance with the schedule and time. Examples of work schedule is as
follows:
BIL
1
2
3
4
5
6
7
8
9
10
AKTIVITI
Mengenalpasti masalah dan pengumpulan data awal
Menulis proposal kajian
Merancang tindakan
Melaksanakan tindakan 1
Analisis tindakan 1
Analisis pencapaian murid dalam peperiksaan
pertengahan tahun
Melaksanakan tindakan 2
Analisis tindakan 2
Analisis pencapaian murid dalam ujian setara 2
TARIKH
Feb Mac
April
April
2 31 Mei
4 6 Jun
5 8 Julai
1 30 Ogos
10
Oktober
15 Oktober
Refleksi kajian
59
12
11
6.3.10 Budget
Outline the proposed expenditure will be used during the investigation and the action to
be performed. Here is an example of the expected expenditure.
BIL
1
2
3
4
BAHAN
Kertas A4 (5 rim)
Bahan cetakan riso
Dakwat setakan komputer
Lain-lain
JUMLAH
KOS (RM)
50.00
50.00
150.00
50.00
RM300.00
Penyelidk must submit a detailed research design used was a qualitative design
(ethnography, phenomenon, case studies) or quantitative (correlational, ex post facto)
or experimental (actual experimental, quasi-experimental or pre-experiment). If
60
researchers use experimental investigations, the state is also a form of treatment that
will be used.
Latihan
Apakah yang anda faham mengenai cadangan dan rancangan penyelidikan tindakan
dan sejauh mana ia dapat membantu anda dalam mengatasi masalah penyelidikan tindakan
anda.
What do you understand about the proposals and action research program and to what extent it
can help you in overcoming your action research.
TOPIC 7
61
7.1
Sinopsis
Titles are arranged to enable students to understand the methods that can be used to
collect data in the study measures. Each method has strengths and weaknesses. It is
used as appropriate based on the focus of the research conducted.
7.2 Hasil Pembelajaran
i.
ii.
Benefits of observation
(A) Aspects of the essential character can usually be determined more effectively
through observation. Any conduct by a direct comparison study through
questionnaires or interviews.
((B) the physical aspects of a building, a student, or a teacher can usually be
assessed by examination, measurement, assessment, and comparison with
a standard via direct observation.
(C) direct observation is needed to study the physical activities such as games,
sports, and practical work.
(D) Observation of classrooms can be used by researchers to analyze the
effectiveness of teaching and how to fix it.
7.3.1.1.2
Observations may be made with or without the help of technical equipment such
as take notes on the movement of teachers and students to record observations
63
7.3.1.1.4
What are the duties given to the students and the pages of textbooks
used?
Use abbreviations for words that are always used (for example: P for students,
for teachers G).
In this method, observers often use diagrams or specific form. For example,
observers provides a form of what would be considered during the process of
teaching and learning takes place whether the attitudes of students, teachers,
teaching methods and techniques, or the like, and this form will be signed by the
observer himself during the P
65
b) Can add special details to support other information from other sources, if the
documentary evidence to the contrary and without support, researchers have
reason to investigate further about the research being conducted
c) Inference can be made of the documents (Robert, 1996).
7.3.3 Interviews
Interviews are a method of study is important because it helps the researcher to explore
and obtain information in-depth study.
Often in the study, there is a lot of information that can not be obtained through
observation, documentation or records diaries one. Researchers need to get in touch to
have "face-to-face"
In the study measures, participants were interviewed key
1. school pupils,
2. teachers who teach the same subjects,
3. colleagues who schoolmate,
4. the administrator of the school (eg teachers, assistant principals) and
5. observers who participated in the study.
They need to be interviewed to find out their feelings and opinions as well as their
attitudes toward research and action. For example, when researchers want to know the
feelings of the students in depth or explore their ideas, it is important that the researcher
in relation to the participants for questions and answers; chat or talk.
7.3.3.1
66
c. Easier for researchers to explain the purpose of a question to get the right
answer from the respondent.
d. Sincerity a respondent to answer can be seen from the discussion face.
e. Respondents were unable to re-answer that is given in advance if the
following questions can encourage respondents to modify the answers given.
7.3.3.2
Planning to interview
a.
b.
Provide proper order questions and comments can be? induce respondents
to issue information
c.
7.3.3.3
a.
b.
Ask questions and interesting can that be? induce respondents to comment
and explanation
c.
The instrument used to record the answer should not be? distract
respondents.
7.3.3.4
a.
Using a recording device that can maintain the authenticity of the answers of
the respondents as either a broadcast voice? emotional or not.
67
b.
Note responses can be made simultaneously or after the interview? do. Both
methods have advantages and disadvantages.? How can a member of the
first complete record but can interfere responder while the latter can give?
the impact? otherwise. Either way, the researcher must make a number of
training.
c.
Interviewers? may not need to record the answers? given by the respondents
but? make an assessment of their opinions. In this case ,? is better if the
assessments were made after the interview? After running or re-hear
recordings made.
7.3.3.5
Typically, there are two techniques of interviews and structured interviews and
unstructured interviews.
i.Structured Interview Techniques
Structured interview is a conversation and activity questionnaires in which form
and content of the questions that would be asked is limited to a particular topic or
area basis. For example, the sin question aimed at getting information on how to
correct the spelling of student teachers formed or composed in advance so that
the researcher can ask participants or respondents systematically.
For example:
68
During the interview it is important that researchers have to take action to record
dialogue or conversation with a certain way.
Researchers can use the audio recording tape if it does not interfere with activity
or interview situation.
69
Researchers can also take the time to make notes Briefly words or responses of
participants and if necessary a transcript of the interview can be found later as
support materials for a more thorough interview study. Records of the date,
circumstances and content of the questions and answers in the interview should
be recorded in the diary study.
Can occur either as an individual observer, the student or teacher or group that is
made up of 3 or 4 people to facilitate interviews. Recordings should be done or
can only be recorded on paper.
7.3.4
Checklist is another example of an inquiry form. The checklist contains a list of items to
be examined by the respondents. Respondents do not need to give consideration. They
just need to provide the actual facts. The checklist is a series of answers to questions.
Checklist to be used must be open and less structured. The questionnaire was a set of
questions given to someone else and ask them to answer. In the questionnaire, there
are some questions and choice of answers or questions. While inventory is a list of
statements about the situation that may agree or disagree. Among the categories within
it are: strongly agree - agree - not sure - disagree - strongly disagree.
7.3.4.1
a. Study some checklist that was designed by the researchers played and specify
the required details in the study.
b. Arrange items according to categories that are classified based on the logical
structure or psychological. Relevant details are classified together.
c. Four ways to arrange the details of the checklist are:
70
Mark (^) in the space of activities available in the school tuan.sukan, gardens,
theater, music, debate, and so on.
Ask respondents to answer yes / no. For example: Does your school have a
student union? Yes! No!;
Circle or underline the appropriate answer for the statements made. For
example: "Music Association meets: weekly, biweekly, monthly, not of
time."
(C) Details featuring separation (discrimination), for example: Does your school have a
library/;
Corrected to:
Does your school have a library that contains at least one book for a student?
(d)
71
Filming the video for Action Research requires the help of a friend research (research
partner) to implement the shoot. Filming videos can track data such as teacher
behavior, student behavior, or other facts that failed to be detected by the teacher.
Tape recordings are also useful for measuring and evaluating the activities of an
individual or group in an activity.
Transcripts of conversations students is an effective indicator to assess students'
understanding of the understanding of a concept.
Listen to the recording for the second time and write short notes and write
down the number on the tape / ribbon for easy reference again..
Of short notes, select parts important to the research question and make a
complete transcript.
7.3.6 Log
Log ialah catatan peristiwa atau aktiviti mengikut turutan kronologi yang dicatatkan
seara ringkas dan bersifat fakta.
Log is a record of events or activities listed in chronological order and a brief statement
of facts.
72
7.3.8 Foto
Rakaman gambar sebelum, semasa dan selepas sesuatu aktiviti untuk dilihat
perbezaannya.
Recording images before, during and after the activity to see the difference.
7.3.9 Portfolio
Satu koleksi bahan-bahan termasuk contoh dan sampel kerja merangkumi skop
program atau aktiviti.
A collection of materials including examples and samples of work encompasses the
scope of the program or activity.
Example: the development of language and literacy, social interaction, problem solving
skills, and so on.
73
7.3.11
Slaid
Slaid yang menunjukkan perubahan yang telah berlaku dalam tempoh penyelidikan
seperti perkembangan pembelajaran.
Slides showing the changes that have occurred within the research such as the
development of learning.
7.3.12 Jurnal
Jurnal ialah catatan berkala dan berterusan mengikut persepsi seseorang berfokus
kepada sesuatu isu tertentu, maklumat yang dicatatkan bukan hanya perihal peristiwa
penting tetapi juga merangkumi segala pemerhatian, perasaan, reaksi, pandangan,
interpretasi, hipotesis, hasil refleksi, analisis dan komen.
The journal is a record of periodic and continuous perception of a focus on a particular
issue, the information is recorded not only the story of an important event, but also
includes all observations, feelings, reactions, opinions, interpretations, hypotheses,
results of reflection, analysis and comment.
7.3.13 Menulis Diari / Writing Diary
Diary is an important way to collect data in the study measures. Notes on observations,
feelings, actions, and completion of a hypothetical situation can be made. We can use
their own ways to diaries.
There are two types of records diaries: diary of a teacher and a student diary. Here is a
guide to writing a diary:
1. Note Diary Teacher
Diaries have always done. For example, after a lesson that a special strategy has
been used or after a meeting of the class in question.
In practice diaries, leave a margin of LEAs to record all changes, additional notes
or references to other parts of the diary.
74
Each diary entry must have: Date event occurred and the date the record was
created.
Information about the time, location, respondents focused study and others that
are important to the study.
From time to time diary analysis should be performed to determine whether the
issue can be addressed through the study of data collected and what data they
have collected.
Discussion diary with a friend of the study will allow us to explore the situation /
issues studied.
Note students will give different views of teachers' views on the same issue.
Student diary also provides teachers with honest feedback about the classroom
and the progress of students.
7.4
However, the students will write about teachers freely if they believe the teacher.
CONCLUSION:
75
success of a research carried out not only depend on the progress that has been
carefully thought out, but it also depends on the coordination and supervision of all
activities as well.
LATIHAN
1. Jelaskan bagaimanakah kajian tindakan dilakukan melalui kaedah pemerhatian.
2. Bincangkan apakah kekuatan kaedah pemerhatian
OLL
Hasilkan dalam bentuk grafik kekuatan dan kelemahan menggunakan kaedah
mengumpul data melalui catatan diari.
TOPIC 8
RESEARCH ACTION: CONSIDERATION IN COLLECTING DATA
8.1
Sinopsis
Once we identify the methods used in collecting the data, we need to make appropriate
judgments made while collecting data.
Pertimbangan
Pengumpulan Data
Considerations for
Data Collection
76
Persampelan
Persampelan
Sampling
Sampling
Kebolehpercayaan
Kebolehpercayaan
Keesahan
Keesahan
Etika
Etika
Bias
Bias
Reliability
Reliability
Validity
Validity
Ethics
Ethics
Refraction
Refraction
8.3.1
77
a. Simple Random
78
d. Group Sampling
Cluster sampling (RB) is a sampling process, where members of the population in certain
groups, and the selection of the sample was made with; first select a random group, and
second, to take all the members of these groups as a sample. PK advantages compared to
MRI, PRS and PS is that it is more easily implemented, however, this method does not
provide the same opportunities to every member of the population to be selected.
Technically, it is necessary to follow certain steps, as follows:
(i) Just like PRM.
(ii) Determine the number of members of the population, and members of the sample (eg,
250 population, 50 samples).
(iii) Determine the number of population groups and give a number to each of them (for
example, 10 classes, each containing 25 students).
(iv) Determine the number of population groups should be selected as a sample and select
the groups by using a random number (for example, we need two sets for 50 samples).
(v) Take all of the members of each group were selected for further study.
8.3.2 Reliability
Issues relating to the trust study are in terms of:
(1) Tools used in the study;
(2) Process of collecting data; and
(3) Methods of data analysis.
79
a. stability
Reliability is a measure of the stability of consistency (consistency) over time for the
same sample. This means that the tool / reliable test would give the same score over
time for the same respondents. The reliability index of stability is the correlation between
test scores and the test scores for the first time the second time.
The reliability can help us determine the extent to feel confident to predict the score will
be obtained by the students at a time to come. R value also depends on the length of
time the test was given
b. Equality
Reliability is a measure of equality equality between the scores of the two (2) tests are
similar, the different tests, but measure the same content.
This means reliable test will give the same score if the same respondents take two (2)
test different but similar. Reliability index of equality is a correlation between the scores
of the first test with test scores.
c. Internal consistency
Internal consistency reliability is a measure of the consistency between the part of the
other half of the test with a score test for testing the same.
This means reliable test will give the same score to the same respondents, if the test is
divided into two (2) sections.
80
Internal consistency reliability index is the correlation between test scores and the test
scores of the first part of the second part.
8.3.3 Validity
There are 4 types of validity, namely:
Kesahan kandungan (content validity), Content validity
Content validity is a measure of how / where a test can accurately measure the content
area to be measured. Content validity of a test is important in the study because, if the
validity of the content, the lower the test scores are not showing the real capabilities of
the respondents for the content being measured. Content validity can be improved by
comparing the test items with the objectives and content areas.
Kesahan hubungan kriteria (criterion-related validity),
The validity of the criterion consists of two (2) forms, concurrent validity (concurrent
validity) and predictive validity (predictive validity). Concurrent validity is the extent to
which a measuring instrument is capable of producing a score that has a relationship
with a score generated by other tools were taken simultaneously. For example, a test
designed to measure the same thing, said to be easier and quicker to use than the
existing tests. Concurrent validity can be calculated by finding the correlation between
the two scores for these tests.
Predictive validity is the extent to which a measuring instrument is capable of producing
a score that has a relationship with a score generated by other tools were taken. For
example, a test designed to measure mathematics achievement, is said to predict the
results of SPM Mathematics. predictive validity can be calculated by finding the
correlation between test scores and grades M.
Kesahan konstruk (construct validity)
Kesahan konstruk ialah ukuran sejauh/setepat mana sesuatu ujian dapat mengukur
sesuatu konstruk/gagasan berasaskan teori psikologi tertentu. Contohnya, alat yang
dibina untuk mengukur konstruk "rajin" sepatutnya dapat mengukur konstruk ini dengan
baik. Kesahan konstruk boleh ditingkatkan dengan memahami maksud konstruk tertentu
(misalnya, maksud "rajin") dan mengetahui ciri-ciri orang yang mempunyai konstruk ini
(misalnya, ciri-ciri orang yang "rajin").
Construct validity is a measure of how / where a test can accurately measure a construct
/ concept based on certain psychological theories. For example, a tool designed to
measure the construct "hard" should be able to measure this construct well.
Construct validity can be improved by understanding the meaning of certain constructs
(eg, the meaning of "hard") and know the characteristics of those who have
this construct (eg, the characteristics of a "hard").
Kesahan muka (face validity).
81
Kesahan muka bukanlah kesahan seperti yang dijelaskan, tetapi lebih kepada suatu alat/ujian
"nampak pada permukaannya" dapat mengukur apa yang hendak diukur. Contohnya, bagi alat
yang mengukur konstruk rajin", kita sepatutnya nampak item-itemnya berkait dengan ciri-ciri
orang yang "rajin". Kesahan muka akan memberi keyakinan kepada responden terhadap itemitem yang hendak dijawab, bagaimanapun, kesahan muka mempunyai kelemahan tertentu,
disebabkan responden boleh meneka jawapan yang "positif" kepada konstruk yang hendak
diukur.
Validity Face validity is not as described, but more of a tool / test "appears on its
face" to measure what is to be measured. For example, a tool that measures the construct
of diligence, "we should see the items will relate to the characteristics of a" hard
". The validity of advance will give confidence to the respondents on the items to be
answered, however, the validity of the advance has certain drawbacks , because respondents
can guess the answer to the "positive" to the construct to be measured.
8.3.4 Ethics
According to experts Pardi and Shamsina Shamsuddin researchers should be aware of three
things related to research ethics:
1) The relationship between society and science.
a. Should researchers doing research that are important to the community (schools) in a
timely manner?
b. Should the government or the school administration gave the funding to enable research
to be made?
c. Should researchers deny the public's attention?
2) Issues of professional
a. Ethical issues that mean the fraudulent activities such as changing the result.
b. Is an iterative, which publishes the data and the findings of more than one journal or
place, should be avoided.
c. Is an integral part of the publication of several articles of the data obtained in the
investigation.
3) Services to research participants.
a. Research participants should not be threatened with physical or psychological course of
the study.
b. Participants should be treated well informed about the investigation to be carried out.
8.3.5 Bias/Refraction
Bias occurs when the negligence of individuals who are dealing with the unconscious action in
the control group have influenced the findings. This bias can be overcome when implementing
an action research group participants were not aware of either the control or study.
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8.4 Kesimpulan
In conclusion, when making judgments in data collection, the five aspects that need to be
addressed, namely; sampling, reliability, validity, ethics and bias.
Aktiviti 7 OLL
Berikan contoh bias yang berlaku semasa mengumpul data dalam penyelidikan tindakan.
Give an example of the bias that occurs when collecting data in action research.
TOPIC 9
9.1
Sinopsis
Data collected should be entered into a computer data file and checked that nothing has
been entered correctly, before analysis of the data generated. The qualitative and
quantitative data need to be analyzed differently. Qualitative research requires different
methods of data interpretation, which does not use numbers to represent ideas, but write
a long narrative description, which is then knotted and classified according to certain
variables.
9.2
Learning Outcomes
vi.
vii.
viii.
9.3
Analisis Data
Data Analysis
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Kuantitatif
Quantitative
kualitatif
qualitative
Descriptive
Frekuensi
Peratusan
Min
Mod
Median
Standard
deviation(sisihan
piawai)
korelasi
Contents
Category
Encodes
Compile
Identify
Determine followup study
9.3.1
Menyedia dan menyusun data untuk dianalisis. Prepare and organize data for
analysis.
Menghurai dan membina tema daripada data. Describe and construct the theme
from the data.
3.
4.
5.
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(i)
Tahap pra-analisis;/Pre-analysis;
a. All the notes read, reviewed, ranked and complete.
b. All notes are labeled by type. All notes are arranged according to a certain
order.
c. Data are recorded as required.
d. Prepare two copies of all records, including the original.
e. Encode and decode the response back is open and documented data.
f.
(ii)
(iii)
(iv)
(v)
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(vi)
Interpretation
a. Free interpretation of favoritism (bias) you
b. Interpretation based on the theory
c. Interpretations based on information
d. Interpretation is subject to strict ethical principles
9.3.2
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You need to process the data into categories, percentage, mean and standard deviation.
Here are the measures in the data analysis:
i.
(F) After all the background information about the subjects and all the scores
obtained by the study variables, researchers can begin to analyze the data to
answer questions and / or hypotheses of the study.
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ii.
(I) Measures of central tendency: mean, mode, median, quartiles, deciles and
percentiles, and others.
(Ii) Measures of dispersion: Range, interquartile range, standard deviation,
variance, coefficient of variation, and others.
iii.
iv.
v.
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Aktiviti 7 OLL
List of reference materials and reference sources that you use to review the analysis of the
data.
TOPIC 10
10.1
Sinopsis
Dalam bab ini kita akan mempelajari bagaimana menghurai semua data yang telah dikumpul
dalam sesuatu kajian.
In this chapter we will learn how to parse all the data collected in a study.
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Source data obtained from actual experience during the observation, interviews and analysis of
documents produced by students should be integrated so that all data can be translated into
meaningful insights. Areas of concern through action research is the sharing of information and
experience of the researchers involved to improve and enhance the program. Practice reflection
form the basis of the findings and reports of action research. Thus, when integrating data over
the experience and feeling of researchers, explaining the exact details necessary according to
personal investigators. In addition, researchers also need to submit the reasons that
researchers looking. Next, researchers need to make improvements to enhance the
effectiveness of teaching and learning process (PDP) or a running program.
If the data obtained is a little planning, data can be done manually, but if the amount is large, the
use of computer software needed to compile and analyze the data. For non-numerical data,
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coding and categorization should be made to facilitate the transaction. A lot of data is good, but
sometimes can be difficult to understand if presented in a large data group. Therefore, data
identification must be made after the presentation of the report and implemented in order to
avoid the difficulty to understand the data presented. Benefits to the conclusion not only reduces
the amount of data that needs to be understood, but to improve the ability to build an
interpretation of the data.
Next make a list of appropriate and made the comparison before entering the data into the
chart. Scheduling and various forms of graphical presentation (line, bar or pie) can be used to
get an overall picture more clearly. Graph must be complemented with data to make it more
bermakna.Data percentage in the table or in the form of a graph is easy to understand but do
not explain the whole story. Therefore, the formula also includes narrative interpretation dove
made of data that can be seen.
Rumusan/ SUMMARY
In this chapter we have learned how to parse all the data collected in a study. In addition, we
have also been learning about how to integrate data with personal experiences, and connecting
the data with the literature, as well as how to summarize data.
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Exercise
Nyatakan kepentingan pengintegrasian data kepada kajian tindakan.
State the importance of the integration of data to study.
OLL
Buat satu jadual yang menunjukkan hubungan antara dapatan kajian dan literatur. Hantar
kepada pensyarah anda melalui OLL atau email.
Create a table that shows the relationship between the findings and the literature. Send to your
lecturers by OLL or email.
TOPIC 11
11.1Sinopsis
This topic is structured to enable students to learn and understand how to write a research
report anything. Students will be guided to understand the format and content of the writing of
the report. This topic covers the context of the study, literature review, aspects of practice
improvement, action plans and implementation, data collection, analysis and description of data,
reflections and implications, and plans to follow up and referral sources in a specified format.
11.2 Learning Outcomes
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Tinjauan literatur
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Writing a research
report
Writing a research
report
Writing a research
report tindakan
11.4Introduction
Writing
Action
Research Report
Pelan tindakan
action
report
account
Pengumpulan data
Data collection
Writing an
research
takes into
the reporting standards have been recognized by all. Writing should include items specified in
the framework of the above concepts. Writing descriptions are briefly described below.
11.4.1 Context / Background Study
In action research, researchers should explain the context or background of the study whether
the study was made in the context of the classroom, school, or pedagogical practices in other
contexts more broadly.
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Get some books and write down the referred content that shows you how to register a
source of reference.
TOPIC 12
12.1 Sinopsis
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reference
Abstrak
Abstract
Konteks
Context
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Tindakan susulan
Follow-up
12.4
Penulisan Artikel
Penyelidikan
Tindakan
Article Writing IN
Action Research
Fokus Kajian
Research Focus
Reflections and
Introduction
Pelan tindakan
The action plan
to
Article
Writing
Action
Research
Writing a
predetermined format and content of the order set. Things that need attention in the literature is
discussed below.
12.4.1 Abstract.
Write a brief summary of the main points made in the research. Abstracts should contain a
research topic, research questions, participants, methods, results, data analysis and
conclusions. The study may also be included, and future studies may be associated with the
findings. Abstract written in a paragraph with two lines. Summary written is approximately
between 150 to 250 words. Authors are also required to include the keywords that need to be
typed in this section by using italics. Summary placed before the first chapter of the report
(COACH and Shamsina, 2012).
12.4.2 context
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In the , action research article writing, the researcher should write context in which the study
was made either in the classroom, school, or in other contexts more broadly. It also involves
pedagogical practices or practice-Malan other education required to be disclosed.
12.4.3 Research Focus
State the focus of attention by the research problem. Samples and sample selection methods
should be specified also in the focus of the study. Examples of research focus are as follows:
This study focuses on the students who are less focused on memorization activity when
implemented.
12.4.4 Action Plan
Researchers should explain the process of research that has been conducted. Explanations can
be made in the form of a table showing the stages of implementation, along with the date and
time selected.
12.4.5 Implementation of Action Plan
Researchers need to explain all of the action steps related issues studied. Such measures
include measures such as early reflections based on past experience and review of the
literature. Implementation dates are reflections and get the literature should be mentioned. Enter
also measures the performance of administrative actions such as research tools, data collection
and analysis, conduct surveys and remedial treatment or intervention performed on samples to
perform an action. Data collection methods and data types should also be described.
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Referral sources are the same as in other investigations, such as journals, books, magazines,
the Internet and many others. Any reference to using printed materials or electronic books either
be included in the reference list. All references used must be written in APA format.
12.4.11 Rumusan/summary
To produce a good article and interesting read, the students not only in the format stated
otherwise above, but the language and preparations need to attract and structured.
Aktiviti 12 Perbincangan
Dalam kumpulan, bincangkan bagaimana anda akan menganalisis dan menghurai data
kajian yang akan dilaksanakan.
In a group, discuss how you will analyze and explain the data that will be
implemented.
OLL 12 Words
Secara individu, anda dikehendaki menghantar fail dalam bentuk words kepada
pensyarah anda tentang bagaimana menulis refleksi dan implikasi dalam kajian tindakan.
Individually, you are required to send the file in the form of words to your lectures about
how to write reflections and implications of the study.
TOPIC 13
13.1 Sinopsis
This topic is structured to enable students to learn and understand how to deploy the action
research data. Students will be guided to understand the ways of dissemination through
seminars, publications and networking.
13.2 Hasil Pembelajaran / Learning Outcomes.
1. Acquire the skills to write reports and articles on action research.
2. Explains how to disseminate such data action research findings.
13.3 Framework of Topic 8
Seminar
Publication
/Chain/network
Ways of distributing data action research can be carried out by several methods. The method
described below.
13.4.1 Seminar
Educational seminars are educational activities that are often held in Malaysia. Through
seminars and workshops, papers and research findings will be presented to be shared to the
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participants. Papers and research findings will be debated and subsequently distributed to the
gaze of the participants (experts and Shamsina, 2012).
.
13.4.2 Penerbitan/ publications
There are many publications that include the results of educational research and action
research to individual researchers or teachers either within or outside the country of issue.
Researchers can publish their research findings in the journals concerned. Among the
institutions that actively publish research findings in education is a local university, the Institute
of Teacher Education and the Department of Education states (COACH and Shamsina, 2012).
13.4.3 Rangkaian/Chain/network
Action Research Network is a tool that has been designed for teachers in their career field and
also for the students to be able to share the research that has been done and provides a view of
the findings that have been obtained by other researchers. This site provides an online template
to be filled in by the researcher. Information provided will enable the operator (web master) to
document the various aspects of the research that has been done (COACH and Shamsina,
2012).
13.4.4 Summary
Transmission of data is important to publicize the findings of the investigation so that it can be
shared and criticized by readers and other researchers. Such partnerships can generate a new
idea that can be used as a guide for future research than the data can be used to guide the
operations or practices.
Aktiviti 12 Perbincangan
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Dalam kumpulan, bincangkan bagaimana anda akan menganalisis dan menghurai data
kajian yang akan dilaksanakan.
In a group, discuss how you will analyze and explain the data that will be
implemented.
OLL 12 Oline
Secara individu, anda dikehendaki menulis secara online kepada pensyarah anda tentang
bagaimana penyebaran data dapat dilaksanakan secara berkesan.
Individually, you are required to write online to your lecturer about how the distribution of data
can be effectively implemented.
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