tsl 3113 modul complete bi

TSL3113 ACTION RESEARCH I - XXX PENDIDIKAN RENDAH (KAEDAH)

TOPIC 1 INTRODUCTION TO RESEARCH METHODS IN EDUCATION

1.1 Sinopsis

This course provides knowledge of research methods in action (Specialization) Primary Education. This course is an introduction to the various methods in educational research, research, features, quantitative and qualitative approaches and ethics in research in education that describes the important aspects of education and a code of ethics.

1.2 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 The conceptual framework of Title 1

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Introduction to action research in education

Ethics in Research

Research Objectives

Research Approach

Characteristics of Research


1.4 introduction to Research Methods in Education

Research in education can be defined as the process of acquiring new knowledge

through the collection of data and information to solve problems in education and thus

be used to improve the quality and practice of education.

1.4.1 Purpose of Research in Education

Action research has three objectives:

a. to improve the understanding of the practice and the practice situation do;

b. to involve researchers in all stages of research.

c. to study the behavior patterns of students, teachers, administrators, and employees of

the school or educational institution.

1.4.2? Characteristics of Research in Education

a. Encourage the involvement / participation for those who want to improve the quality of

work / practice them.

b. Requires collaboration (collaborative effort) between the parties involved.

c. An orderly process of learning.

d. Forming communities that are critical to the environment and yourself.

e. Encourage an open mind.

f. Assist in the development of theory and practice simultaneously.

g. Creating a group of people and critical work in the research process.

h. Developed through self-reflection cycle (self-reflective spiral)? a circle containing the

survey, planning, action and observation and reflection.

i. Involving researchers keep records or personal records (personal journal)

j. Started on a small scale - perhaps the only one in the beginning, later involving small

groups and then larger groups.

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1.4.3 Research Approaches in Education

1.4.3.1 Approach? Positivist? (Quantitative)

Positivism or known? Analytic empirical? is a philosophy that embodies the genuine or

authentic knowledge which is based on actual experience only. Speculation metafezikal

not be taken into account. This philosophy is the philosophy of the school of

behaviorism, which only takes into account the behavior that can be seen anywhere.

(COACH Pardi and Shamsina Shamsudin. 2012)

Quantitative research is the systematic scientific studies regarding the quantitative

properties and phenomena and the relation between them using a hypothesis or theory.

The objective of quantitative research is to develop and use mathematical models,

theories and hypotheses related to and compatible with the natural phenomenon.

Data is collected and made analysis to explain, anticipate and control the phenomena of

concern. Hence the current situation will be clarified, investigated the phenomenon of

communication with the quantitative data and reviewed the causes and effects of

education.

Characteristics of quantitative research

a. The data collected will be evaluated using statistical analysis is represented by a

number.

b. To test the hypothesis using formal procedures

c. Use controls to minimize the effects of the factors that may affect the findings.

d. Using many of the subjects.

e. The objectives of the study.

f. Using a pencil and paper test questionnaires and other

g. Using deductive approach.

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1.4.3.2 Interpretive approach (qualitative)

Qualitative research is a method of inquiry in a variety of academic disciplines,

traditionally in the social sciences, including the study of marketing. It starts in the social

and behavioral sciences: sociology, anthropology and psychology. The purpose of

qualitative research is to gather a deeper understanding of human behavior and the

reasons that cause the behavior.

Qualitative methods to investigate why and how decisions are made, not just what, how

and when. Qualitative research is used to gain insight about human behavior,

perception, behavior, value system, caring attitude, motivation, aspirations, culture and

lifestyle. (COACH Pardi and Shamsina Shamsudin. 2012)

Characteristics of qualitative research

a. Objective: To seek an understanding of the human interpretation of the

phenomenon.

b. The real world is perceived as a dynamic change in human perception.

c. Control values: the visible effect and should be understood and taken into account

when conducting and reporting research.

d. Focus holistically: overview wanted.

e. Orientation discovery: theory and hypotheses developed from the data collected.

f. Subjective Data: Data is the human perception of the environment in which they

reside.

g. Instrumentation: a human is the ultimate tool to get information.

h. The analysis was done inductively.

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1.4.4 Ethics in Research in Education

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:

a. Research professional honesty.

b. Respect the rights and dignity of participants and get free consent.

c. appreciate their time and effort.

d. consultation with the communities involved

e. ensure participants are always informed

f. terminate the relationship in a good way after the study is completed.

g. Privacy

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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.

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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, quasi-

experimental, 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.

2.3 Framework Concept Heading 2

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Type of Research

Qualitative Research

Introduction to Various Types of Research

Design

Basic research

Quantitative researchApplied research

Action research

Research ratings

TOPIC 2TYPES OF RESEARCH AND INTRODUCTION TO VARIOUS DESIGN

RESEARCH


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.

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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

Create a table that shows the steps to make an inquiry.

TOPIC 3 EDUCATIONAL RESEARCH PROCEDURES

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

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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.


At the end of the lesson, students can:

1. Identifying educational research procedures

2. Explain procedures of educational research

3. Synthesize information from multiple sources to gain an understanding of the research n

study

3.3 Draft Framework for Title 3

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Procedures for Educational Research

Determine sampling procedures

Setting objectives

Developing The study instruments

The study instrumentsStating the validity and

reliability of the instrument

Develop research questions

Forming hypotheses

Menyatakan masalah kajian


3.4 Education Research Procedures

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.

3.4.1 Stating the research problem

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

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A R1

R2

A R

B R

A R

B R1

Determine data collection procedures

Conducted a literature review

Collect data

Designing the study design

Analyze and explain the data

Discuss and report findings


problems that exist. Here you can also explain the literature related to your research and to

produce a significant discovery.

c) Statement of the Problem

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) What professional needs of a particular group of teachers of Islamic Studies

(II) Do they need a course of pedagogical, Stabilization of Revelation, the content of

Islamic education, controlling class or any other courses?

(III) Are professional courses should be distinguished for teachers based on monthly

salary

(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?

3.4.2 Setting the objectives

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.

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C R2

D R3


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?

(D) Are the students? their teachers as friends, an authoritative, an informer or a

beneficiary?

(E) Is the performance of the teacher in teaching is valued by educators and students?

3.4.4 Forming hypotheses

Hypothesis is a statement that is expected to be the solution to a problem. Features hypothesis

is the following:

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A statement which is expected to have a value to answer the research questions.

An expectation that the relationship between several variables or the effect of one

variable to another variable.

Hypothesis can be tested specifically.

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 : µ1 = µ2 (hipotesis statistic/nol)

Ha : µ1 ≠ µ2 (hipotesis kajian/alternatif)

µ1 = min populasi 1

µ2 = 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

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:

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a. Identify keywords

b. Get a variety of literature sources

c. Critically evaluate

d. Grade level literature

e. Write a review literitur

3.4.6 Designing the study design

Research design is the plan of how the sample is divided into groups, what treatment (if any)

given to these groups as well as what data and how the data is collected. There are 8 study

designs used in educational research. Of the study is whether quantitative, qualitative, or

sometimes a combination of both.

1. Quantitative Research Design

Experiment

Quasi-Experiment

Correlation

Review

2. Qualitative Research Design

Grounded Theory

Ethnographic

Narrative

Case Study

3. Combined Quantitative Research Design

Mixed Methods

Study Measures

3.4.7 Determining Sampling Procedure

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The first step in writing an academic research draft research proposal, which is a systematic

summary of the documents comprising the rough sketch of your research will be run. Complete

research proposal usually contains information about the research problem, research questions,

literature review, research methodology, and a list of references.

Why Writing a Research Proposal

A research proposal is a plan of study consisting of the conceptual framework of the research,

the goals and objectives of the research, research questions and hypotheses, the importance of

research and the limitations, the study of literature and previous studies as well as research and

data analysis methods.

Researchers will conduct research based on this proposal, with the end result a research paper,

dissertation, thesis or project. By preparing a research proposal the researchers will be able to

identify issues to be assessed and declared a set of questions to be answered in the research.

Review of literature related to the research problem (indicating the status of academic

knowledge in the field), and to identify areas that are still unexplored or have not been

addressed by researchers. Hypothesis (predicted answer to the research question, if

applicable); Build research methodology corresponds to test hypotheses or answer the research

questions; Build appropriate research design and data collection techniques; Identify

procedures appropriate data.

3.4.8 Building Research Instruments

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.

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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.

4. The procedure is designed to deal with threats to validity.

5. Statistics used to make comparisons

Example 1

Review Title: Learning styles among Year 6 pupils in the school district of Kinta Utara.Latar

Back Review

1. Academic achievement? is essential to the direction and future students

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2. Students do not know to choose the learning style that suits their learning style and likes to

practice at times before the exam begins.

3. The survey study was conducted to assess learning styles practiced by pupils in Year 6 in the

school district and its relationship with North Kinta academic achievement by four models /

styles of learning, founded by? Dunn and Dunn? (1978) in: -

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.

3.4.9 Declaring the validity and reliability of the instrument

Validity and reliability of the instrument is very important for maintaining the accuracy of the

instrument is exposed to a defect. The higher the value, validity and reliability, the more

accurate the data obtained to produce good-quality studies.

1. Validity of Survey Instrument (quantitative).

Validity is defined as the accuracy (appropriateness), truth (truthfulness), meaning

(meaningfulness) and usability (usefulness) instruments that enable data diinferenkan. Validity

also means; agreement between two attempts to measure the same trait to the maximum with

different methods. Usually the questionnaire, a researcher using Criterion? Evidence Related to

gather data (collecting evidence) against the validity of the instrument by a group of consultants

(expert judgment). With that researchers will appoint experts to validate the instrument.

Validity of Interview and Observation Instrument (qualitative)

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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

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;

o Defensibiliti (untenable- Findings accurate and useful)

o Accuracy (accuracy?-Question)

o Appropriatetness (relevance-Relevant to the purpose of the study)

o Meaningfulness (mean-Give meaning to the data by the score)

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o Usefulness (usability- to the results of the assessment can provide meaningful

information about the title and the variables to be measured for menginferenkan

data).

3.4.12 Analyze and parse data

Typically quantitative research tool will generate a large data size. As a researcher, you are

responsible for processing the data to a format compatible with the methods of data analysis

and interpretation later.

You need to process the data into categories, percentage, mean and standard deviation. Here

are the measures in the data analysis:

(A) the pre-analytical phase

(b) phase of the reduction in the size of data

(c) phase of the data

(d) data validation phase

(e) Phase insights

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.

Data Processing

As mentioned in the previous topic, the data collected and cleared by the following

procedure:

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(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.

3.4.13 Discuss and report findings

If someone wants to write in a style that is clear, the better it has a clear idea as well; and if

someone wants to write in a style that is commendable, let himself have thought of admirable.

(Johann Wolfgang von Goethe). In discussing the findings, we shall review the results critically.

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:

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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

Research is defined as the acquisition of facts systematically through the collection,

analysis and interpretation of results (Khalid, 2003). 4 Explain why the research is being

conducted?

Question OLL

How to address the findings in educational research?

TOPIC 4 ACTION RESEARCH: CONCEPTS AND DEFINITIONS

4.1 Sinopsis

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This topic explains the definitions and concepts, the importance of action research, action

research characteristics and diversity of models of Action Research.


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

DEFINITIONS AND CONCEPTS

4.4 Action Research

4.4.1 Early History

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RESEARCH MODEL

THE IMPORTANT OF RESEARCH

FEATURES OF RESEARCH

ACTION RESEARCH


• Introduced by Kurt Lewin in 1946.

• GET THE Attention from colleagues like Stephen Corey, Kenneth,

Benne and Hilda Taba (Teachers College, Columbia) to conduct education on the

curriculum and professional development of lecturers.

• This idea is expanded until the end of the 1950s.

• In the 1970s, action research is gaining international attention.

• 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.

• According to Stenhouse, Lecturer active involvement in the research process is an

important factor that can lead to a renewal 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.

• One way to improve the professionalism of perpensyarahan is to conduct action

research on teaching and learning practices

• “Research is systematic self-critical inquiry” atau penyelidikan adalah suatu inkuiri

kendiri yang kritis yang sistematik (British Journal of Educational Studies, 29(2) Jun

1981.

• AR was a reflection of self-inquiry carried out in social situations, aims to improve

practices in the social and educational context.

4.4.2 Definition of Action Research

Action research is a form of self-inquiry, reflection done collectively; conducted by participants

who are in a social situation in order to improve the rationality and justice practices and

education in their own community, while enhancing their understanding of these practices and

the situations in which the practice is carried out (Kemmis and McTaggart, 1988) According to

them research, action moves in a continuous cycle involves four stages, reviews, planning,

implementation and reflection.

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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, self-

understanding of the practice, the situation in where the practice is carried out.

Definisi yang lain:

Mengikut Kurt Lewin (1947)

Mengikut Stephen Corey (1953)

Mengikut Carl Glickman (1992)

Mengikut Emily Calhoun (1994)

Mengikut Blum

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“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”

“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”

“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”.

“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”.

“Action Research in education is study conducted by colleagues in a school setting of the

results of their activities to improve instruction”

“Action Research in education is study conducted by colleagues in a school setting of the

results of their activities to improve instruction”

“Action Research is a fancy way of saying let’s study what’s happening at our school and

decide how to make it a better place.”

“Action Research is a fancy way of saying let’s study what’s happening at our school and

decide how to make it a better place.”

Penyelidikan tindakan mempunyai dua peringkat iaitu peringkat diagnostik di mana

permasalahan dikaji dan membentuk hipotesis, dan peringkat terapeutik yang digunakan

untuk menguji hipotesis.

Penyelidikan tindakan mempunyai dua peringkat iaitu peringkat diagnostik di mana

permasalahan dikaji dan membentuk hipotesis, dan peringkat terapeutik yang digunakan

untuk menguji hipotesis.


“

Mengikut Stenhouse (1975)

Mengikut McNiff (1988)

Mengikut Somekh (1989)

4.4.3 Concept of Action Research

A form of self-inquiry, reflection done collectively; conducted by participants who are in a social

situation.

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“Penyelidikan tindakan bukan sahaja menyumbang kepada pengajaran dan pembelajaran

tetapi kepada teori pendidikan dan pengajaran yang boleh diakses oleh guru-guru lain.”

“Penyelidikan tindakan bukan sahaja menyumbang kepada pengajaran dan pembelajaran

tetapi kepada teori pendidikan dan pengajaran yang boleh diakses oleh guru-guru lain.”

“Penyelidikan tindakan sebagai satu pendekatan untuk memperbaiki atau meningkatkan

kualiti pendidikan melalui perubahan dengan menggalakkan guru-guru menjadi lebih

sedar tentang amalan mereka sendiri, menjadi kritis terhadap amalan-amalan tersebut

dan bersedia untuk mengubahnya. Ia melibatkan guru dalam inkuiri yang dijalankan oleh

mereka serta melibatkan guru-guru lain secara bersama”.

“Penyelidikan tindakan sebagai satu pendekatan untuk memperbaiki atau meningkatkan

kualiti pendidikan melalui perubahan dengan menggalakkan guru-guru menjadi lebih

sedar tentang amalan mereka sendiri, menjadi kritis terhadap amalan-amalan tersebut

dan bersedia untuk mengubahnya. Ia melibatkan guru dalam inkuiri yang dijalankan oleh

mereka serta melibatkan guru-guru lain secara bersama”.

“Penyelidikan tindakan sebagai satu kajian terhadap situasi sosial yang melibatkan

peserta dalam situasi sosial itu sendiri sebagai penyelidik dengan niat untuk memperbaiki

kualiti amalan masing-masing.”

“Penyelidikan tindakan sebagai satu kajian terhadap situasi sosial yang melibatkan

peserta dalam situasi sosial itu sendiri sebagai penyelidik dengan niat untuk memperbaiki

kualiti amalan masing-masing.”


Tujuan:

Purpose:

i. improve the rationality and justice practices and education in their own community

ii. enhance their understanding of these practices and the situations in which the practice

is carried out (Kemmis and McTaggart, 1988)

Action research moves in a continuous cycle involves four stages, reviews, planning,

implementation and reflection.

4.5 Characteristics of Action Research

1. To reflect and improve their own work.

2. Relate reflection with action.

3. Spread and share their experiences with the participants and those who interested

4. Participation in data collection and empowerment.

5. Collaborate with the creation of a community of critical thinking - done by the

teacher in the context of the budget.

6. Self-assessment and reflection, and is committed to enhance the practical

understanding to improve educational practice.

7. 7. Learning progressive continuously in a loop.

4.6 The importances of action research

• Get important information to understand the practice of teaching, pupils' learning

practices, the students, the atmosphere in the classroom, and so on;

• Description of the subjects were able to design more effective;

• 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;

27


• 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 co-

curriculum;

• Can establish a culture of research as a basis for making any plans for action; and

• Closer ties among teachers involved through collaborative partnerships.

4.7 Action Research Model

There are several models of action research proposed by researchers that can help teachers to

conduct research in the classroom.

• 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.

4.7.1 Model Stephen Kemmis

28Peran-cangan

KITARAN 1

Refleksi


4.7.1.1 Fasa Perancangan/ plan phase

The first phase is the phase of the action plan to improve teacher practice after obtaining

information and criticism about the practice ineffective or problematic. Reconnaissance

(reconnaisance) and criticism of colleagues can help teachers to focus on an issue that is a

problem. After getting the issues, teachers need to plan how to carry out the inquiry. Planning

built should be flexible to allow for adaptation performed on the effects and obstacles that can

not be seen. This planning will help teachers define what they want attention. Among the key

questions to be asked yourself is:

1. Whether or not the person who can help provide information or data relevant to the

inquiry

29

Tinda kan

Tindakan

Semakan semula peran-cangan

KITARAN 2

Pemerhatian

Pemerhatian

Refleksi


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?

4.7.1.2 Phase Actions

After the teacher can answer all these questions, the teacher needs to make a decision

on what action should be taken to solve the problem. Teachers should not be worried about the

actions to be taken to solve the problem either immediately or otherwise. If teachers try to solve

it quickly, there is a chance the teacher will become rigid and fail to act further. What is more

important is that the teacher will do something that might be able to help solve the problem.

Actions must be strategic actions that will result in a change in practice. Might arise in the next

issue that requires a second cycle study.

4.7.1.3 Phase Observations

Observations will be made on anything new practices to allow evidence obtained and

evaluated. Observations need to be designed and journal entries made for the purpose of

documentation and referral. Process actions and their effects in the context of the situation need

to be made individually or in groups of observations. Teachers need to use more than one

method to collect data to enable created triangulation. Triangulation is the power to acquire the

data in a study.

4.7.2 Grundy and Kemmis (1981)

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.

30


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

Contribute to the advancement of the process of teaching and learning

4.7.4 Model John Elliott

John Elliott telah mengemukakan satu model seperti berikut:

Mengenal pasti idea umum

Mencari atau mendapatkan persetujuan

Peninjauan (reconnaissance) iaitu meneliti amalan dengan lebih terperin

Kitaran Tindakan 1

Perancangan umum

Memantau pelaksanaan kesan pelaksanaan tersebut

Peninjauan (meneliti pelaksanaan dan kesannya)

Kitaran Tindakan 2

Menyemak semula perancangan

Memantau pelaksanaan dan kesannya

Peninjauan (meneliti pelaksanaan dan kesannya)

4.7.4.1 Model John Elliot digambarkan seperti gambar rajah di bawah

Kitaran pertama

31


Pelan Umum

Langkah Tindakan 1

Langkah Tindakan 2

Langkah Tindakan 3

32

Kenalpasti idea permulaan

Model Penyelidikan Tindakan John Elliot (dalam Ebbutt, 1985)


4.7.5 Model Dave Ebutt

Ebbutt

model 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.

33

Perancangan umum yang diubahsuai

Penyelidikan Tindakan menurut Ebbutt (dalam Hopkins, 1985Action Research by Ebbutt (in Hopkins, 1985)


4.7.6 Model Jack Whitehead

Whitehead (1989) has formulated an action-reflection cycle using the following

statements:

o Practice what should I pay attention / what I want to fix it

o What will I do about it?

o What data do I need to enable me to make a justification of the effectiveness of

the practice?

o Acting and collect data

o Evaluation of the effectiveness

o Modifications practice attention, ideas and actions

o Submit a description and explanation of? How do I fix my practice? made to a

group of people who will confirm

4.7.7 Model Jean McNiff (1988)

As Whitehead and McNiff take the basic steps of the research process actions as set out in

writing with Lomax and Whitehead, 1996 as follows:

Review current practices

Identify aspects to be studied

Imagining steps forward

Try these steps

Note what happens

Making modifications to practice and continue to try (try again with another new way if it

does not give a positive effect)

Monitor what is done

Review and make an assessment of the action or practice that has been modified

And then enters the second circle

34


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.

Steps above have been formulated by McNiff (2001) in the model as follows:

Identify areas of practice that would make the research

Imagining a step / solution (solution)

Implement measures progress

Assess progress made

Change practice based on assessment information

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:

35

Model Jean McNiff


4.7.8 Model Kurt Lewin

Lewin (1946) explains that an investigation should be followed by social action. He

presents a model and a spiral staircase or lagkah cycle contains the steps of planning, action

and reconnaissance or fact-finding on the effects or results of an action (Lewin, 1948). The cycle

can be seen by the diagram below:

36

Mengambil langkah tindakan kedua

The second course of action to take


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 fact-

finding 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.

Tahniah, kerana anda telah berjaya menamatkan pembelajaran unit ini dengan jayanya! .

LATIHAN

OLL

Buat banding beza model penyelidikan tindakan Model Stephen

Kemmis dengan Model John Elliot.

37

1. Huraikan definisi, konsep dan kepentingan penyelidikan tindakan

2. Bagaimana Menganalisis ciri- ciri penyelidikan tindakan


TOPIC 5

ACTION RESEARCH: THE PROCESS

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.


Describe the process of conducting action research and the problems they faced.

5.3 Framework

The process of action research: -

Identify areas practices for improvement

Plan of action

Build strategy

Implementing actions

Collect data

Analyzing the data

Reflection on action (before, during and after the action)

Designing the second cycle

Take action

38


5.3.1 Identifying the Problem

The main steps are important in action research is to identify problematic practices in the

classroom issues of concern. For example, the level of achievement among students outside,

the ability of students to read the Quran, keitka students' interest in learning the Quran and

pelnbagai problems identified by teachers when teaching Islamic education. According Kemsis

and Mc Taggart, 1982. Teachers need to choose the topics and issues that are issues that are

important to you as a teacher. Problems that would have been needed for the problem can be

solved or an improvement to the daily practice. Hopefully, through action research, we can

affect or impact on the learning of students and teachers to change habits.

Method of identifying a problem, the teacher needs to make the observation, questioning and

reflection about the real situation (the whole class or a part of the students in the class to

investigate and find a solution to the problems faced by them). By comparison with the level of

student achievement performance standards that should be achieved as outlined by the Ministry

of Education Malaysia. To the researchers proposed to collaborate with other colleagues, the

chief or head of the field panatia before doing action research.

Some open questions below can help teachers identify areas fatherly and practices that are

likely to be made in an action research study.

- I want to correct weaknesses or deficiencies found in? ..

- I am confused as to the method used.

- Most of the teachers or the students are not interested in.

- I would like to know more about?

- Currently my area of interest is?

- I want to try to use the idea?

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.

- How do I get an explanation?

- Do the research can be managed and completed within the time available?

39


- Does this study will provide insight into yourself?

- Do you have the opportunity to disseminate the findings of this action?

- Are these issues related to your practice as a teacher, and so on?

After that research questions are constructed and shaped. Sample questions are as follows:

- How do I make the students feel good about learning.

- What is the most suitable method for lowering the head teach Islamic education as an

example?

- Explanation of how to approach writing a reflective impact on student writing and

feelings?

- How to ensure that students are always right in practice?

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.

40


5.3.3 Building Strategy

To answer the question outlined, researchers need to build stratergi the right to review the goals

achieved. For example, researchers want to study the involvement of parents to ensure the right

to practice his obligatory prayers at home. Researchers need to think about each part of the

question.

- What is parent involvement?

- How do researchers get a response from the parents?

- What a way to contact the parents?

- How to measure and evaluate the data?

- How do researchers know whether his actions will affect it or not?

- Have researchers get permission from the teacher education committee and the teacher

or principal about the design you want done?

5.7 Implementation of the Action

Before performing an action, researchers must make preparations in various aspects. Among

them are:

- You have to get permission from the relevant parties to the inquiry to carry out the

research activities.

- Instrument provides a means to collect data.

- How to recall the actions to be carried out.

- How to ensure the consistency of action.

- Method of storing data to ensure its safety.

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

41


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.

42


5.3.7 Designing the Second Cycle.

As has been made clear that action research is an ongoing process and is a recurring cycle.

After completion of the first round of research, there is likely to be prepared in the second cycle

when there are new issues that arise during the process in the first cycle. Try researchers using

other approaches to research can innovate new and effective teaching. For the second and

subsequent cycle should begin redesigning of conduct, carry out, analyze, and reflection.

5.3.8 Creating Followup.

After the completion of the research process, researchers need to look at the data objectively

whether these data support the issues raised. If there is a change, whether the change is

significant? If the findings are missed expectations, the researchers need to conduct follow-up.

Actions aimed at improving the error that occurred.

5.4 Contoh Penyediaan Kertas Kerja Cadangan Untuk Menjalankan Kajian Tindakan.

5.4 Sample Preparation Worksheet To Run Action Research.

Before conducting action research, the researcher must obtain permission from the

administrator or supervisor to enable penelidik BIDEN support and assistance in the form of

information sharing, technical and financial contributions. The following example formats the

submitted paper works.

I. Fokus kajian/ masalah kajian.

II. Menerangkan isu atau masalah yang berlaku dalam bilik darjah.

III. Maklumat tentang data pelajar yang terlibat dengan masalah tersebut.

IV. Kemungkinan punca isu dan masalah.

V. Penyelidik mengemukakan cadangan untuk melakukan penambahbaikan

terhadap amalan di bilik darjah yang hendak dilakukan.

VI. Soalan kajian.

VII. Sumber literatur.

VIII. Reka bentuk kajian

IX. Subjek kajian.

43


X. Pelan tindakan.

XI. Stratergi pengumpulan data.

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

Sebelum melaksanakan sesuatu tindakan, penyelidik perlu melakukan beberapa persediaan.

Jelaskan persediaan-persediaan tersebut.

Before implementing an action, the researchers need to do some preparation. Describe the

preparations.

44


TOPIC 6 RESEARCH ACTION PLAN AND PROPOSAL

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.


1. At the end of this topic, you will be able to:

Describe the recommendations and action research program

45


6.3 The conceptual framework of Title 6

6.3.1 Focus / aspects of practice for improvement

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.

46

Action Research: Design Proposals

Focus / aspects of practice for improvement

Research questions

Designing a plan of action

Mengumpul data Collect dataSources of literature

Subjects

Sumber rujukan

ReferenceReflections: The description and analysis of data

PerbelanjaanExpenses

Melaksana pelan tindakan Implement an action plan

Schedule


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

Sampling method to select a sample or study subjects consisted of people, events,

concepts (such as motivation) or object (such as a computer) that needs to be studied.

The sample is part of the population, while the subject is an individual who is directly

involved with the study. Subjects can be taken of the entire population in a class.

Examples of the subjects were all 29 students 4B. Samples were selected part of the

population of a school. Random sample selection strategy or technique will allow

researchers to target data collection. Is it necessary to determine the size of the sample

selected whether all the samples in a small group or a number of populations. The

sample size was made using specific formulas.

6.3.5 Designing a plan of action

Researchers need to explain in detail about the planning blueprint. This includes explaining the

goals of the action plan associated with the problem to be solved, the reasons for the proposed

action plan is taken on the basis of ideas or theories, and lists the actions or proposed activities.

6.3.6 Implement the action plan

Researchers have explained the process of the implementation of the action plan is

carried out in detail. This description should include how the implementation of action

plans, the observation of the activities carried out, reflections on teaching, how to

administer the tests and analyze the data.

47


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 AKTIVITI TARIKH

1 Mengenalpasti masalah dan pengumpulan data awal Feb – Mac

2 Menulis proposal kajian April

3 Merancang tindakan April

4 Melaksanakan tindakan 1 2 – 31 Mei

5 Analisis tindakan 1 4 – 6 Jun

6 Analisis pencapaian murid dalam peperiksaan

pertengahan tahun

5 – 8 Julai

7 Melaksanakan tindakan 2 1 – 30 Ogos

8 Analisis tindakan 2

9 Analisis pencapaian murid dalam ujian setara 2 10 – 12

Oktober

48


10 Refleksi kajian 15 Oktober

11 Menulis laporan kajian

Jadual 1 Contoh jadual kerja

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 BAHAN KOS (RM)

1 Kertas A4 (5 rim) 50.00

2 Bahan cetakan riso 50.00

3 Dakwat setakan komputer 150.00

4 Lain-lain 50.00

JUMLAH RM300.00

Jadual 2 Contoh perbelanjaan

6.3.11 Reference

List of references or bibliography should be made to declare the sources of reference

that have been taken to support the research. This list allows the reader to make a

recommendation on the matter that is written according to the views of others or the

original authors of reference materials. It is also a way of showing that the researchers

responsible for the matters raised in the side to avoid the practice of plagiarism. If the

review of the literature written in the style and format of the APA, the resource must also

be written in APA format.

6.3.12. The design of the test

49


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

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.

50


TOPIC 7 ACTION RESEARCH: METHODS OF DATA COLLECTION

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.


i. Describes methods of action research

ii. Applying Action Research in the field of education.

7.3 Kerangka Konsep Tajuk 7

51


7.3.1 Method of Data Collection

There are several methods of data collection in action research as contained in

the conceptual framework.

7.3.1.1 Observations

Observation is an important research method. The method requires the

researcher to have the background knowledge and a broad understanding of the

situation to make the observation of the actual situation.

Typically, observation involves not only examine the situation or event activities

but also activities original and critical thinking. It requires the researcher to have

an efficiency of detecting significant events. Thus, it is an activity where the

researcher was required skills.

52


7.3.1.1.1 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 Pemerhatian secara langsung (direct observation)

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

or by using instruments such as observation forms; electronic devices such as

video recorders, cameras or audio tapes. Material support or assistance

observations can be used as a useful resource to analyze the data after the

observations. aspects that need to be before making an observation

7.3.1.1.3 The focus of observation

Several issues should be considered before making an observation. Among them

are:

Who will make observations?

Who or what would be considered?

53


In places where the observations will be carried out? (Lovely observation

held in several places and situations to get a variety of information)

When observations are carried out? (Lovely observation held at different

times to get a variety of information)

What observations will be recorded or recorded?

What procedures should be followed to ensure that the observations are

reliable (reliable) and there is validity (valid)?

What techniques are most suitable for observation of classroom review?

(That's good valuable data collected during the observation must be

recorded immediately at least in the form of a note)

7.3.1.1.4 Guidelines for Implementing the Classroom Teaching Observation.

Explain precisely the following items:

What is said by the teacher or the student?

What do the teachers or the students doing?

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

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After observation, the review should be done to correct a mistake made or to

make a comment. Additional notes notes appropriate to express the feeling of

going to an event or a new idea. Differentiate notes describing what actually

happened and interpretation based on a situation.

7.3.2 Dokumen

Documents are all written materials or films that are already available in certain places

(Thung, 2000; Nana, 2005; Sudarwan, 2005). Analysis of documents used to help

researchers get the data objectively through documents and does not require the

presence of the informant and also can provide consistent data for all data obtained

explicitly and can be used to obtain the validity of an answer is obtained from the

analysis of the questionnaire (Frankel, 2007). Use of this document is to support

research and add to the evidence from other sources.

There are three methods in the investigation documents: -

a) Help examine the data that has been collected

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

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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 Kebaikan Menjalankan Temu bual / the benefits of interview

a. Suitable for respondents who can not read or who have limited intelligence.

b. One would usually prefer to talk rather than write.

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. Define the purpose and the information to be obtained from? respondents.

b. Provide proper order questions and comments can be? induce respondents

to issue information

c. Decide how to record the answers.

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7.3.3.3 Perkara yang Dititikberatkan Semasa membuat Temu bual/Current areas

of concern to Interviews

a. Securing the cooperation of groups or individuals interviewed. Therefore,

researchers need to develop a good relationship with the respondent. It

requires skill and an art.

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 Cara Mencatat Atau Merakam Jawapan Temu bual /How To Record Or

Record Results Interviews

a. Using a recording device that can maintain the authenticity of the answers of

the respondents as either a broadcast voice? emotional or not.

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 Jenis-jenis Teknik Temu bual/Types of Interviews

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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:

Do you correct all spelling mistakes students

did you ever penalize students who make spelling errors?

if so, what penalty do you use?

students who were always fine?

ii.Unstructured Interviews technique

Unstructured interview is a conversation and activity questionnaires and

conscious exploration of ideas or feelings more than to get certain facts. Open-

ended questions (open-ended questions) submitted and offered a variety of

responses and participants or respondents.

For example:

is there anything you want to tell us

what are your feelings at that time?

why do you think so?

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whether the opinion or your opinion?

Advantages of this technique are unstructured interviews is to give researchers

the opportunity to explore in depth and give an opportunity to the participants to

take the time to think, talk and make interpretations about their own feelings and

ideas. Sometimes, participants can ask for an explanation and the researcher or

the researcher asked.

Unstructured interviews were usually held in an informal situation. At the time of

the interview, the researcher can also make observations about the behavior of

the participants and provide comments and ask questions spontaneously, ie not

using questions prepared in advance.

7.3.3.6 How to Record Interviews

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.

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.

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7.3.4 Checklist, Survey and Inventory

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 Free building checklist

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:

List all items appearing in one. For example:

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!”;

Asked respondents to mark (^) for positive statements.? For example:

"Some of the girls at this school are Muslims .... (?)"

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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) Senarai semak mestilah lengkap dan komprehensif./The checklist must be

complete and comprehensive.

7.3.5 Rakaman Pita Video Dan Transkrip/ Tape Recording Video And Transcript

Recording is very useful when you need a specific recording data such as the details of

the conversation between student and teacher during the lesson.

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.

Proposal To Make Transcript

Listen to the recording to get an overview.

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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.

7.3.7 Nota lapangan/ field note

Catatan yang dibuat semasa menjalankan temubual atau pemerhatian.

Records created in the course of an interview or observation.

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.

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A collection of materials including examples and samples of work encompasses the

scope of the program or activity.

7..3.10 Rekod Anekdot / Record Anecdotes

Anecdotal record is a record of only one event. It is also a short note about an event or

behavior that important. It describes in fact where, how, when, what, and who

objectively the events / kejaidian happened. Some of the information that must be

included in the record of anecdotes is the name, date, time, place, events, comments,

suggestions or action by teachers.

Matters to be considered when writing:

a) Observation of events, although not planned.

b) Students are advised not to be determined.

c) Problem is an important and significant aspect of student growth.

Example: the development of language and literacy, social interaction, problem solving

skills, and so on.

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

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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.

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.

Diaries should be no headlines, subheads, and underline the important parts to

facilitate cross-reference.

Essential materials such as pictures, documents, works of students and others

can be pasted in the diary for reference.

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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.

Analysis of records will be helpful in the follow-up action plan

Discussion diary with a friend of the study will allow us to explore the situation /

issues studied.

2. Student Diary Notes

Student diary is an interesting source of data or information.

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.

However, the students will write about teachers freely if they believe the teacher.

7.4 CONCLUSION:

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.

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TOPIC 8RESEARCH 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.


iii. Explaining due consideration do when collecting data.iv. Describes the sampling, bias, validity and reliability.v. Explain ethics when collecting data.

8.3 Conceptual Framework Title 8

Figure 1: Conceptual Framework Five Title 8.

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Pertimbangan Pengumpulan DataConsiderations for

Data Collection

Pertimbangan Pengumpulan DataConsiderations for

Data Collection

Keesahan

Validity

Keesahan

Validity

Bias

Refraction

Bias

Refraction

PersampelanSampling

PersampelanSampling

Kebolehpercayaan

Reliability

Kebolehpercayaan

Reliability

Etika

Ethics

Etika

Ethics


8.3.1 Population and Sampling

Gay and Airasian (2003) defines population as "the population of the target group of researchers, the group to whom the results of the study will be generalized". While the sample is the survey respondents were selected to represent a population. Fixing study population is important in the study because the population will determine how and how many samples we will choose and research expenses.

For example: We want to select a sample of students at a school in one. You as a teacher, first of all need to determine the population of the study, the pupils in Year 1. After that, you need to determine the size of the sample, for example, of the 200 pupils in Year 1, you need to have 30 per cent, of which 60 were students. For the third step, you need to select the 60 students of the 200 people randomly. You can use one of the four (4) methods described earlier. Such methods are described in the following section.

Figure 2: Selection of samples.

a. Simple Random

Simple random sampling (PRM) is a process of selecting a sample in which all individuals in a given population has an equal chance to be selected as sample. Random sampling is the best method to get a representative sample of the population. Technically, it is necessary to follow some specific measures, such as the following:

a. Identify the population and provide a definition (for example, pupils in Year 1).

b. Determine the number of members of the population and list their names (eg, 250).

c. Give the number (in sequence) to each member of the population (eg, 000 to 249).

d. determine the sample size (misalnya, 50 orang, iaitu 20% daripada populasi).

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e. Take the number of random number table (JNR) and select members of the population are numbered the same as the number of JNR as a sample, and repeat this method to obtain 50 samples.

b. Stratified random

Stratified random sampling (PRS) is a process of selecting a sample in which the study population was divided into strata / small [eg, smart boys (MLP), the boys camp (MLL), smart girls (MPP), women's camp (MPL )], and all individuals in each stratum has an equal chance to be selected as sample. PRS advantages compared to the use of PRM PRM is more convincing us to get a representative from every strata of the population as a percentage of the number of members in the strata. Technically, it is necessary to follow some specific measures, such as the following:

(i) & (ii) similar to the PRM technique.

(iii) Divide the population into strata (eg, MLP, MLL, MPP, MPL).

(iv) Determine the number of members of the population in each stratum (eg, MLP 50, 70 MLL, MPP 100 people, consists of 30 people).

(v) ) Give the number (in sequence) to each member of the population in each stratum (eg, MLP 00-49, 00-69 MLL, MPP 00-99, 00-29 MPL).

(vi) Determine the sample size for each stratum (eg, 10 MLP, 14 MLL, 20 people MPP, MPL 6, which is 20 percent of the population in each starata).

(vii) Take the number of random number table (JNR) and select members of the population of each stratum to obtain the desired sample size.

c. Systematic sampling

Systematic sampling (PS) is a process of sampling, where each member of the population should be numbered consecutively, and the sample was selected by taking the members of the population, numbered at certain intervals; for example, the number 5, 10, 15, 20, so that the sample size required to obtain. PS advantages compared to MRI and PS PRS 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 some specific measures, such as the following:

(i), (ii), (iii) & (iv) similar to the PRM technique.

(v) To get an interval of numbers, we divide the population by the sample size (eg, 250/50 = 5).

(vi)) To get a sample, we can choose the members numbers 4, 9, 14, 19, ..., 249; eventually we will be able to sample 50 students.

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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.

The formula used is: reliability and validity of both process-oriented.

There are three (3) types of reliability; stability (stability), equality (equivalence) and internal consistency (internal consistency), as shown in this diagram.

Figure 3 : types of reliability.

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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.

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

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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).

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 item-item 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.

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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.

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.

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TOPIC 9 RESEARCH ACTION: DATA ANALYSIS

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.


vi. Explaining due consideration do when collecting datavii. Explaining pensempelan, bias, validity and reliabilityviii. Explain ethics when collecting data.


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Analisis DataData Analysis

KuantitatifQuantitativekualitatif

qualitative

ContentsCategoryEncodesCompileIdentifyDetermine follow-up study

DescriptiveFrekuensiPeratusanMinModMedianStandard deviation(sisihan piawai)korelasi


9.3.1 Data Kualitatif /Qualitative Data

Qualitative researchers analyzed the data using the measures below:

1. Menyedia dan menyusun data untuk dianalisis. Prepare and organize data for analysis.

2. Menghurai dan membina tema daripada data. Describe and construct the theme from the data.

3. Melaporkan dapatan kajian/Report findings.

4. Menafsirkan (interpreting) dapatan kajian./Interpreting (interpreting) findings.

5. Mengesahkan ketepatan dan kebolehpercayaan dapatan kajian/Verify the accuracy and reliability of the findings.

Creswell (2002: 258) summarizes the general procedure for the analysis of qualitative data, as shown in Figure 5.5. According to this procedure, after researchers collect data, he needs to provide data for diananlisis by rewriting (transcribing) the notes field (field notes) in ordinary language, the "clean up" the notes so that it is easily understood. The second step is to read all of this data to get a general idea of \u200b\u200bit. Next, a lot of data has to be given a specific code so that it easily referenced during the analysis or writing of mangoes. This code is given to find parts (segments) in the text and give a specific code to it.

The analysis involves the process of compiling the data. You need to compile the original data collected in forms, categories and basic descriptive unit. Regardless of the method you use to collect the data, five (5) steps to be followed in the data analysis:

(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. Computer data are included in a folder.

g. Start taking note of themes and forms.

h. Make sure the data is easily accessible

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(ii) Packaging level data;a. At the finish level data (data reduction),

b. transcribed data in word processing or format textual analysis using a computer.

c. The data have been transcribed simplified and focused nature.

(iii) Exhibition stage data;a. Data is displayed in tabular form, sheet marks (tally) and formulations.

b. The data displayed should explain the analysis or additional actions that need to be made.

(iv) Level data verification;a. Triangulation of data used for verification of various analytical measures

taken to reach a conclusion.

b. All of the procedures that led to the conclusions stated with precision.

c. The process of documenting all of the research process described accurately.

(v) Level findings (including interpretation).a. Review and interpretation of findings

b. Melibatkna interpretation gives meaning and significance to the analysis.

c. It involves clarifying and defining the relationship between descriptive and determination Sesame shape.

d. Looking back meaningful activity during the interpretation and disiminasi

(vi) Interpretationa. 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

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9.3.2 Analisis Data Kuantitatif / Quantitative Data Analysis

Typically quantitative research tool will generate a large data size. As a researcher, you are responsible for processing the data to a format compatible with the methods of data analysis and interpretation later. Here are two processes in menganaliss data:

(A) Processing of the data from the questionnaire

(B) Processing of inventory data

You need to process the data into categories, percentage, mean and standard deviation. Here are the measures in the data analysis:

i. Fasa pra-analisis/Pre-analytical phase

the explanation of the study should 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.

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 of Education.

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(B) Upon 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 ask them to be put in.

(D) Prior to the analysis made, the raw data collected shall be processed prior for more background research 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 survey / inventory, must be altered 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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ii. Phase reduction in the size of dataOften, researchers have tried to explain the distribution of data using only a few key measures such as the following:

(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. Phase data displayiv. Data validation phasev. Finding phase

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Figure: Data Analysis Quantitative Study\

Figure: Quantitative Study Design

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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 DATA INTERPRETATION IN ACTION RESEARCH

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.


1. Mengintegrasi pelbagai sumber data./Integrating multiple sources of data.

2. Menghubungkaitkan data dengan literatur./Correlate the data with the literature.

3. Membuat rumusan data./Summarize the data.

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10.3 Mengintegrasi pelbagai sumber data /Integrating multiple sources of data

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.

10.4 Menghubungkaitkan Data dengan Literatur/Data relate to the literature

Information is the result of data processing. This means that the data will only be information

that can be used to make a decision after the data is processed. The data will be more

meaningful if supported by the findings by reading literature from other researchers. Sometimes

conflicting research findings with the literature review findings of other researchers. This led to

the finding is not consistent with previous studies of reading. Therefore, the justification for new

research data should be strengthened as this may happen due to several factors such as

setting different respondents. Support the theoretical basis of the findings is needed.

10.5 Membuat rumusan data/Summarize the data.

10.5.1 Menyusun data./Compiling data.

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.

10.5.2 Merumus data. Formulation data.

Before making any conclusions, the data needs to be cleaned by making a correction for the

qualitative data are unclear or inaccurate, which may interfere with the decision making process.

For example, there are male respondents who answered the question that was intended only for

female respondents only, or there are two answers to that question had an answer or response

beyond categories (pupils make their own answer because did not like the options available or

answers Other current while calling The answers are included in one of the categories provided.

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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TOPIC 11 WRITING ACTION RESEARCH REPORT

11.1 Sinopsis

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.


i.Memperoleh kemahiran menulis laporan dan artikel penyelidikan tindakan.

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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.

Writing a research report

Writing a research report

Writing a research report tindakan


Acquire the skills to write reports and articles on action research.


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• Tinjauan literatur

• Review of the literature

• Fokus/ aspek amalan bagi penambahbaikan

• Focus / aspects of practice for improvement

• Pelaksanaan pelan tindakan

• Implementation of action plan

• Analisis dan huraian data

• The description and analysis

• Refleksi dan implikasi

• Reflections and implications

• Pelan bagi tindakan susulan

• Plans for follow-up

• Sumber rujukan: American Psychological Association

(APA)

• Source reference: American Psychological Association

(APA)

• Konteks/ latar belakang kajian

• Context / background of the study


11.4 Introduction Writing Action Research Report

Writing an action research report takes into account

several aspects and important part to ensure 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.

11.4.2 Literature Review

Review of the literature using the resources available, such as libraries, texts, journals, theses

and research reports, press releases, and others. Writing literature reviews should follow the

style and format of the American Psychology Association (APA), or certain pre-defined format.

11.4.3 Focus / The Practice of Improvement

The focus of the study should be clearly written on the focus problem. In writing the focus of the

study, the sample and the sample should be noted. For example:

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• Pelan tindakan

• The action plan

• Pengumpulan data

• Data collection


Kajian ini berfokus kepada murid yang amat lemah dalam bacaan tulisan jawi walaupun

perkataan suku kata terbuka-terbuka.

11.4.4 Action Plan

Researchers should explain the process of research that has been conducted. This process

involves the strategies implemented by the issue being studied. For example, explain how the

conduct of students who can not differentiate alif alif lam lam the solar qamariah and reading the

Quran.

11.4.5 Implementation of Action Plan

Researchers need to explain all of the action steps that have been taken in relation to the

question of the review, including measures such as early reflections and get a review of the

literature on exercise dates. 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. Describe the method and type of data

collected (COACH and Shamsina, 2012).

11.4.6 Data Collection

Researchers need to explain in detail the strategies and techniques used to collect data. For

example, observations, interviews, checklists, questionnaires or experiments. Appropriateness

of strategies and techniques depending on the purpose, situation and research skills. Three

data collection techniques should be used for the purpose of triangulation (COACH and

Shamsina, 2012).

11.4.7 Analisis dan Huraian Data/Analysis and Data Encryption

In this section, lay on a major new discoveries and inventions, followed by another. Explain

whether the hypotheses have been met or the findings do not support the hypothesis. Specify

how the data will be analyzed and interpreted. Does SPSS or NVivo use? The data is subject to

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research whether qualitative or quantitative. All items mentioned the need to explain in detail

(COACH and Shamsina, 2012).

11.4.8 Refleksi dan Implikasi/Reflections and Implications

In this column, specify in detail how the reflections made to improve their own practices

or to improve their professionalism. State also the next steps to be taken if further

studies need to be done or a change needs to be done (COACH and Shamsina, 2012).

11.4.9 Pelan bagi Tindakan Susulan/Plan for Follow-Up

Researchers have clearly defined actions that can be performed by yourself or other

researchers. Plans for follow-up action is based on the findings or things that still need to be

improved or that they have not been studied, but are related to the current study.

11.4.10 Sumber Rujukan: American Psychological Association (APA)/ Sources: American

Psychological Association (APA)

All references used must be written in APA format. Some studies using specific reference

format that has been set.

11.4.11 Summary

In total there are 10 parts that need to be addressed to ensure the quality of research reports.

The students have to expose themselves to undertake a study and make the writing standards

set.

Activity 11 Discussion

State strategies that can be used in data collection study.

Get some books and write down the referred content that shows you how to register a

source of reference.

OLL 11- Slaid

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Individually, you are required to send the file in the form of a slide to your lecturer

about the elements that should be included in this study.

TOPIC 12 ARTICLE WRITING IN ACTION RESEARCH

12.1 Sinopsis

This topic is structured to enable students to learn and understand how to write a research

article action. In this topic, students will be guided to understand the format and content of this

article which includes an abstract action research, the context, the focus of the study, an action

plan, the implementation of the action plan, the method of data collection, analysis and

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description of the data, reflections and implications, follow-up

and referral sources . Article

writing action research will

expose students to the writing of a research article to be

published or broadcast. It is an important summary of the results of the full investigation.


ii. Acquire the skills to write reports and articles on action research.

12.2 Conceptual Framework Table Title 12

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• Konteks

• Context

• Sumber rujukan

• reference • Abstrak

• Abstract

Penulisan Artikel Penyelidikan

Tindakan Article Writing IN Action Research


12.4

Introduction to

Article

Writing

Action

Research

Writing a research article should act in accordance with 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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• Fokus Kajian

• Research Focus

• Pelan tindakan

• The action plan

• Pelaksanaan pelan tindakan

• Implementation of action plan

• Kaedah Pengumpulan data

• Method of data collection

• Analisis dan huraian data

• The description and analysis

• Refleksi dan implikasi

• Reflections and

• Tindakan susulan

• Follow-up


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.

12.4.6 Kaedah Pengumpulan Data/Method of Data Collection

Researchers need to explain how the data collected by the state as well as measurement tools.

Measuring instruments used in the study of the action is a test, survey observations, interviews,

checklists or experiments. Strategies and techniques used to suit the purpose, situation and

research skills. To get a high validity, triangulation can be performed using at least three data

collection techniques.

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12.4.7 Analisis dan Huraian Data/ Analysis and Data Encryption

In this section, expand on new discoveries or research results that were obtained in the last

cycle. According to the model of action research McKernan, each study must act through at

least two circles (Fish, 2010). Then followed by a presentation of the findings of others. Explain

whether the hypotheses have been met or the findings do not support the hypothesis. We

recommend that researchers should try to focus on a problem or issue in the study can be

completed. Therefore the study is likely to take longer and involve up to tens of circles.

According to experts and Shamsina (2012), researchers must specify how the data will be

analyzed and interpreted. Does SPSS or NVivo use? The data is subject to research whether

qualitative or quantitative.

12.4.8 Refleksi dan Implikasi / Reflections and Implications

Effects that occur in a positive research can still be improved even further. This can be done

through reflection that can help researchers identify weaknesses in diagnostic tests can not

detect specific weaknesses in students' (Fish, 2010).

Create reflections for each action step is executed. There is a possibility requires further

research should study the new problems or require more detailed study involving the new

variables, and so on. State also the implications for their own practice, as well as educational

institutions as a whole (COACH and Shamsina, 2012).

12.4.9 Tindakan Susulan / Follow up

By reflections and implications for researchers to write ideas to address retention problems

understanding anyway, and this will lead to another round of new research that needs to be

planned for the next action (Fish, 2010). Researchers have clearly defined actions that can be

performed by yourself or other researchers. Plans for follow-up action is based on the findings

or things that still need to be improved or that they have not been studied, but are related to the

current study.

12.4.10 Sumber Rujukan/ references

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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.


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 CARA-CARA MENYEBARKAN DATA PENYELIDIKAN TINDAKAN

HOW TO SPREAD THE ACTION RESEARCH DATA.

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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

Spread the Action Research Data

Seminar Publication /Chain/network

13.4 Introduction on how to spread the action research data

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.


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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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tsl 3113 modul complete bi

Documents

education research

education action research

research approaches

research process

characteristics of research

purpose of research

stages of research

practice of education