Prosedur Penyelidikan Pendidikan

MTE3133: Penyelidikan Tindakan

Dr. Ng Kok Fu, Jabatan Matematik, IPG-KSAH

 Rujukan
• Gay, L. R., Mills, G. E., & Airasian, P. (2009).
Educational research: Competencies for
analysis and applications (8th ed.). Upper
Saddle River, NJ: Pearson-Merrill Prentice Hall
Pusat Sumber: 370.72 GAY 2009
 Hasil-hasil Pembelajaran
• Mengenal pasti prosedur penyelidikan
pendidikan
• Menerangkan prosedur penyelidikan
pendidikan
• Mensintesis maklumat daripada pelbagai
sumber untuk memperoleh pemahaman
dalam melaksanakan penyelidikan pendidikan
 Langkah Konseptual Penyelidikan
• Memilih dan Mentakrif Masalah
• Melaksana Prosedur Penyelidikan
• Menganalisis dan Mentafsir Data
• Membuat dan Menyatakan Kesimpulan
Prosedur Penyelidikan Pendidikan
1. Menyatakan masalah kajian
2. Menetapkan objektif kajian
3. Membentuk soalan kajian
4. Membentuk hipotesis kajian
5. Melakukan tinjauan literatur
6. Merancang reka bentuk kajian
7. Menentukan prosedur persampelan
8. Membina instrumen kajian
9. Menyatakan kesahan dan kebolehpercayaan instrumen kajian
10. Menentukan prosedur pengumpulan data
11. Mengumpul data
12. Menganalisis dan menghurai data
13. Membincang dan melapor hasil kajian
 1-3. Memilih masalah/objektif/soalan kajian

• "Some graduate
students spend many
anxiety-ridden days and
sleepless nights
worrying about where
they are going to find a
problem to address in
their theses or
dissertations."
(Gay, Mills & Airasian, 2009, p. 66)
 1-3. Memilih masalah/objektif/soalan kajian
• The first step
– identify a general subject
that is related to your area
of expertise and is of
particular interest to you.
• Five main sources of
research topics are
– theories
– personal experiences
– previous studies that can
be replicated
– electronic mailing lists
– library searches
 1-3. Memilih masalah/objektif/soalan kajian

Characteristics of Good Topics • Is ethical

• Is interesting – does not harm or embarrass
participants
– interest you throughout
entire research process • Is manageable
• Is researchable – can be adequately
investigated given your
– can collect & analyse data to
current level of research
investigate problem
skills, available resources,
• Has theoretical or practical time and other restrictions
significance
– leads to understanding of
educational process
Investigating Area and Volume Instruction for
Prospective Teachers: A Lesson Experiment
MChamberlin, M. & Candelaria, M.S. (2014). athematics Education, 2014, 9(2), 113-134

• The objective of this study is to investigate how instruction impacts

the mathematical understandings of prospective elementary
teachers enrolled in a mathematics content course. We chose to
examine prospective teachers’ mathematical understandings of area
and volume and how those understandings were impacted by an
associated lesson. Specifically, the research questions are:
1. What are prospective elementary teachers’ mathematical
understandings of area and volume before, during, and after
an associated lesson?
2. How does the lesson impact the prospective teachers’
understandings of area and volume?
3. How might the lesson be enhanced within the class and for
future class offerings?
 4. Membentuk hipotesis kajian
• A hypothesis is a researcher's prediction of the
research findings
• Researchers do not prove a hypothesis but
rather collect data that either support or do
not support it
• A hypothesis in a quantitative study is
formulated based on theory or on knowledge
gained while reviewing the related literature
 4. Membentuk hipotesis kajian
Characteristic of a good hypothesis
• is based on a sound rationale
– should derive from previous research or theory,
not a wild guess
• provides a reasonable explanation for the
predicted outcome
• states clearly and concisely the expected
relations or differences between variables
• is testable
– well formulated and stated
 4. Membentuk hipotesis kajian
Types of Hypotheses
• Inductive hypothesis is a generalization made from a number of
observations
• Deductive hypothesis is derived from theory and is aimed at providing
evidence that supports, expands, or contradicts aspects of a given
theory
– nondirectional hypothesis predicts only that a relation/difference exists
• Pencapaian pelajar matematik tahun 5 yang diajar menggunakan multimedia
interaktif adalah berbeza secara signifikan daripada pencapaian mereka yang
menerima pengajaran biasa sahaja
– directional hypothesis indicates the direction of the difference as well.
– null hypothesis predicts that there is no significant relation/difference
between variables
 4. Membentuk hipotesis kajian
• A general model for stating  Pencapaian pelajar matematik
hypothesis for experimental tahun 5 yang diajar
studies: menggunakan multimedia
– P who get X do better on Y interaktif adalah berbeza secara
than signifikan daripada pencapaian
P who do not get X (or get mereka yang menerima
some other X)
pengajaran biasa sahaja
• P refers to participants
• X refers to the treatment
or independent variable
(IV)
• Y refers to the outcome or
dependent variable (DV)
 4. Membentuk hipotesis kajian
Hypotheses in Qualitative Studies
• Typically, qualitative researchers do not state formal
hypotheses prior to the study
• However, a qualitative researcher may develop guiding
hypotheses for the proposed research
• Having identified a guiding hypothesis, the qualitative
researcher may operationalize the hypothesis through
the development of research questions that provide a
focus for data collection
• Qualitative researchers are likely to generate new
hypotheses as a result of their studies
 5. Melakukan tinjauan literatur
Literature Review
• systematically identifying,
locating, and analyzing
documents pertaining to
the research topic
• The major purpose is to
identify information that
already exists about the
topic
• Another purpose is to
discover research
strategies, procedures, and
instruments that have and
have not been found to be
productive in investigating
similar topics
5. Melakukan tinjauan literatur
Identifying Your Sources
• A good way to start literature review is with a narrow
search of pertinent educational encyclopedias,
handbooks, and annual reviews found in
libraries.These resources provide broad overviews of
issues in various subject areas.
• 2 types of sources
– Primary source - article or report written by the person who
conducted the study
– Secondary source - brief description of a study written by
someone other than the original researcher
• Primary sources are preferred in literature review
5. Melakukan tinjauan literatur

Evaluating Your Sources

• It is important to evaluate all literature
sources by asking
– What was the problem statement of the study?
– Who was studied?
– Where was the source published?
– When was the study conducted?
– How is the study conducted?
5. Melakukan tinjauan literatur
Abstracting
• Abstracting involves creating summaries by locating,
reviewing, summarizing, and classifying your
references
• For each source work,
– list the complete bibliographic record, including author's
name, date of publication, title, journal name or book title,
volume number, issue number, page numbers, and library
call number.
– briefly list main ideas
– keep all references in the format required for research
reports or dissertations
• Helpful way to keep track of the literature is to use a
matrix
5. Melakukan tinjauan literatur
Analyzing, Organizing, and Reporting the
Literature
• Describing and reporting research requires
a specialized style of writing - technical
writing
– documenting facts and substantiating opinions,
– clarifying definitions and using them
consistently,
– using an accepted style manual,
– starting sections with an introduction and
ending them with a brief summary
5. Melakukan tinjauan literatur
Analyzing, Organizing, and Reporting the
Literature
• When organizing a review,
– make an outline
– sort references by topic
– analyze the similarities and differences
between references in a given subheading
– give a meaningful overview in which you
discuss references least related to the problem
first
– conclude with a brief summary of the literature
and its implications
 6. Merancang reka bentuk kajian
Research design refers to It has been argued that
the structure of an the central role of
enquiry: it is a logical research design is to
matter rather than a minimize the chance of
logistical one. drawing incorrect causal
inferences from data.
 6. Merancang reka bentuk kajian
Reka bentuk kajian Aspek-aspek reka bentuk
memberi gambaran merangkumi:
tentang kerangka, – pendekatan kajian
perancangan atau strategi – kaedah persampelan
yang menentukan – cara pengumpulan data
prosedur kajian – teknik memproses dan
menganalisis data
Reka Bentuk & Kutipan Data
 7. Prosedur Persampelan
• Persampelan dijalankan
kerana biasanya
penyelidikan tidak
mengumpul data
daripada seluruh
populasi
 Persampelan Kebarangkalian
• Probability samples are • Jenis persampelan
the only type of kebarangkalian
samples where the – Persampelan rawak
results can be mudah
generalized from the – Persampelan rawak
sample to the berstrata
population – Persampelan cluster
– Persampelan sistematik
 Pers. Bukan Kebarangkalian
• If the researcher has no • Persampelan bukan
intention of generalizing kebarangkalian
beyond the sample, one – Persampelan
of the non-probability convenience
sampling – Persampelan kuota
methodologies can be – Persampelan bertujuan
used – Persampelan snowball
 8. Instrumen Kajian
• Instrumen kajian perlu • A research instrument is a
dikenal pasti dengan survey, questionnaire, test,
scale, rating, or tool
tepat dan disediakan
designed to measure the
mengikut kesesuaian variable(s), characteristic(s),
fokus kajian or information of interest,
often a behavioral or
psychological characteristics
 INSTRUMEN KAJIAN

KAEDAH PENGUMPULAN
DATA KAJIAN TINDAKAN

SOAL RAKAMAN
SELIDIK AUDIO / VIDEO
GAMBAR
FOTO PORTFOLIO
BUKU LOG

JURNAL
REKOD
ANEKDOT
 Taxonomy of Action Research Qualitative Data Collection Techniques
(Mills, 2003, p. 71)
ACTION RESEARCH
DATA COLLECTION TECHNIQUES
(The 3 Es)

EXPERIENCING ENQUIRING EXAMINING

(Through observation & (When the (Using and making
field notes) researcher asks) records)
Participant observation Informal interview Archival
(Active participant) documents
Structured formal
Privileged, active interview Journals
observer
Questionnaires Artifacts
Passive observer
Attitude scales

Standardized tests
 9. Prosedur Pengumpulan Data
• Prosedur yang
digunakan untuk
mengumpul setiap jenis
data perlu dijelaskan
dengan baik
 Contoh: Pemerhatian
• Observations involve more • At the proposal stage, the
than just “hanging out.”
Planful and self-aware
observers use observation
systematically ( DeWalt &
DeWalt, 2001).
researcher should describe
the purpose of the
observing, the phase of the
study in which it is likely to
be most fruitful, and the
use of field notes to
respond to the research
questions.
 9. Prosedur Pengumpulan Data
• Field notes are not
scribbles. The proposal
writer should have explicit
note-organizing and note-
management strategies
10. Analisis & Huraian Data
10. Analisis Data Kualitatif
10. Analisis Data Kuantitatif
 Pelaporan Hasil Kajian
• Pelaporan hasil kajian
dilakukan bagi tujuan
berkongsi dapatan
kajian dengan komuniti
profesional