KONSEP KAJIAN TINDAKAN

TUJUAN PENYELIDIKAN
Tujuan Penyelidikan boleh dikategorikan seperti di bawah: Perihalan (Description (fact finding) Penerokaan (Exploration (looking for patterns) Analisis (Analysis (explaining why or how) Ramalan (Prediction (forecasting the likelihood
of particular events)

Penyelesaian Masalah (Problem Solving (improvement of

current practice)
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BANDING BEZA Kajian Tindakan dengan Kajian Formal

PERKARA Latihan pengkaji Matlamat kajian KAJIAN FORMAL Masa lama dan mendalam Pengetahuan yang boleh digeneralisasi (pengetahuan Proposisional) KAJIAN TINDAKAN Belajar sendiri dengan konsultansi drp pakar Pengetahuan untuk diaplikasikan kpd situasi setempat (pengetahuan Tasit)

Pernyataan masalah
Prosedur sorotan kajian

Tinjauan literatur
Meluas menggunakan sumber primer

Masalah yang dihadapi atau penambahbaikan

Mengikut keperluan Sumber sekunder

Pendekatan persampelan

Rawak

Snowball atau mengikut keselesaan pengkaji

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APAKAH KAJIAN TINDAKAN?

Act-ReviewAct- Review Action + Research Change + Understanding

 The study of a social situation (classroom / school) with a view of improving the quality of action ( managing classroom / managing teaching and learning / managing school) within it carried out by practitioners seeking to improve their understanding of events, situations and problems so as a to increase the effectiveness of their practice.
(Elliott, 1981)
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Action Research Defined

Action

Research is the process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions.
Stephen Corey (1953)
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Combined Action and Research

ACTION: exploring the possibilities of better ways of acting, ways that may result in a better teaching situation for ourselves, and a better learning situation for our students RESEARCH: (systematic inquiry) collection and analysis of data as evidence that our actions are effective
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Action Research A summary

DILAKUKAN OLEH PENGAMAL (The project is undertaken by the PARTICIPANTS in the situation, not by outsiders studying the practice of an individual or group. )

BERBENTUK KITARAN / GELUNGAN (The project proceeds through a SPIRAL OF CYCLES of planning, acting, observing, and reflecting.)

Action Research- A summary

MENAMBAHBAIK AMALAN (The project IMPROVES PRACTICE for the participants and has the potential to improve practice for the wider field.)

PENAMBAHBAIKAN HOLISTIK (Action Research is at the same time a research methodology and a process for INDIVIDUAL AND ORGANIZATIONAL IMPROVEMENT.)

MODEL & CIRI-CIRI KAJIAN TINDAKAN

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KITARAN / GELUNGAN PERTAMA Ke KITARAN / GELUNGAN KEDUA Langkah 1 MENGENAL PASTI ASPEK AMALAN

Langkah 2 MERANCANG PELAN TINDAKAN Langkah 5 MEREFLEKS TENTANG DAPATAN KAJIAN TERHADAP TINDAKAN, dll

Langkah 3 MELAKSANAKAN TINDAKAN

Langkah 4 MENGUMPUL DATA TENTANG TINDAKAN

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Lewin, 1946 dan Laidlaw,1992

CIRI-CIRI KAJIAN TINDAKAN Berbentuk kitaran Kolaborasi Kualitatif Refleksi Responsif Emergent
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CIRI-CIRI KAJIAN TINDAKAN

Amalan kendiri Spesifik (berfokus) Orientasi tindakan Berasaskan bukti Matlamat pedagogi / pendidikan

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Action Research involves problem posing, not just problem solving. It does not start from a view of problems as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.
(Cathy Caro-Bruce on April 19, 2004 in support of the Florida Professional Development System Evaluation Protocol)

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Problem implies that there is something wrong, when what is meant in action research terms is that a problem is a definition of a need for change and describes how certain issues can be addressed
(Cunningham 1993:75)
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ACTION RESEARCH is :

NOT a LIBRARY PROJECT where we learn more about a topic that interests us. NOT PROBLEM-SOLVING in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to IMPROVE. NOT doing research ON OR ABOUT PEOPLE, or finding all available information on a topic looking for the correct answers. NOT about learning WHY WE DO CERTAIN THINGS, but rather HOW WE CAN DO THINGS BETTER. It is about how we can change our instruction to impact students.
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GOOD ACTION RESEARCH

Aims to REALISE EDUCATIONAL VALUES INTEGRATES teaching and research DEVELOPS the curriculum Implies REFLEXIVE teaching and not simply reflective teaching Gathering DIFFERENT POINTS OF VIEWS DEFINE rather than apply quality indicators (Elliott, 1991)
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TUGASAN BENGKEL
Bincangkan kebaikan kajian tindakan kepada anda sebagai guru?

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KEBAIKAN KAJIAN TINDAKAN

Merapatkan jurang antara teori dan amalan bilik darjah Meningkatkan pemahaman amalan bilik darjah Memupuk kemahiran dan daya berfikir Menggalakkan kolaborasi dengan murid-murid dan guru-guru lain Meningkatkan kualiti dan penambahbaikan segala aspek pedagogi
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TUGASAN BENGKEL
Bincangkan kepentingan refleksi pasca praktikum kepada anda?

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KEPENTINGAN / KELEBIHAN REFLEKSI PASCA PRAKTIKUM

Menilai kekuatan dan kelemahan P&P Mencadangkan cara mengatasi sebarang kelemahan yang timbul Meningkatkan kemahiran membuat penilaian kendiri Panduan untuk penambahbaikan prestasi kerja masa hadapan
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KEPENTINGAN / KELEBIHAN REFLEKSI PASCA PRAKTIKUM

Kenal pasti masalah pembelajaran Alat kajian tindakan Cadangan penyelesaian isu pembelajaran Merangsangkan budaya menyelidik Menggalakkan kemahiran berfikir Menjadi guru luwes / fleksibel Menambah keyakinan diri dari segi persediaan, penyampaian dan penilaian
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TUGASAN BENGKEL
Bincangkan faedah amalan penulisan jurnal reflektif kepada anda?

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FAEDAH PENULISAN JURNAL REFLEKTIF

Peluang untuk melihat amalan diri secara objektif Sebagai alat untuk menyiasat dan memperkembangkan falsafah pengajaran peribadi Mempertimbangkan kesesuaian strategi pengajaran yang digunakan Membina BBM yang sesuai Merancang tindakan susulan spt merancang aktiviti pengayaan dan pemulihan Menyelesaikan masalah atau isu secara berperingkatperingkat
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OBJEKTIF KAJIAN TINDAKAN

Memperkembangkan dan memperbaiki amalanamalan kendiri supaya berlaku pembelajaran sepanjang hayat Mengkaji secara sistematik amalan-amalan kendiri dan melaporkan dapatan berdasarkan bukti Mengembangkan pengetahuan dan kefahaman praktikal proses penyelidikan Memperkembangkan pengetahuan profesional guru Membawa perubahan dan menambahbaik amalan guru Menjana dan menguji bentuk tindakan yang baru

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