MTE 3113

Topik 1
PENGENALAN KEPADA
KAEDAH PENYELIDIKAN
DALAM PENDIDIKAN

 Bagaimana anda menjawab

soalan berikut?
Bolehkah pembelajaran koperatif
memanfaatkan pelajar saya dalam
pembelajaran matematik?
Bagaimana pelajar lemah saya
belajari pecahan?
Adakah penggunaan teknologi
memberi kesan kepada pencapaian
pelajar?
Copyright Allyn & Bacon 2008

 Perihalkan beberapa keputusan atau tindakan penting

yang pernah anda ambil terhadap pembelajaran murid
anda dalam matematik semasa praktikum I dan II.
Untuk membuat keputusan atau tindakan anda tersebut,
apakah sumber pengetahuan yang anda bergantung
atau berasaskan?

Copyright Allyn & Bacon 2008

Sumber Pengetahuan:
Adakah melalui ?

Kepercayaan & Intuisi:

beliefs & feelings people hold on to as though they are

fact.

Autoriti:
Knowledge that originates from sources that are highly
respected. eg, various religious texts, renowned author
etc.

Pengalaman:
based on personal experience: If I have experienced it,
then it is valid and true.

Rasionalisme:
reasoning to arrive at knowledge and assumes that valid
knowledge is acquired through correct reasoning.

Penyelidikan:
It is a systematic process to generate knowledge based
on careful examination of process and results

Sumber Pengetahuan
Penyelidikan adalah sumber
yang paling sah bagi persoalan
dan keputusan bersifat
demikian.

Copyright Allyn & Bacon 2008

Soalan: Apakah itu

penyelidikan? Khasnya,
Penyelidikan Pendidikan

Penyelidikan bukan
Penyelidikan bukan pengumpulan
maklumat:
Gathering information from resources such
books or magazines isnt research.
No contribution to new knowledge.

Penyelidikan bukan pemindahan fakta:

Merely transporting facts from one resource to
another doesnt constitute research.
No contribution to new knowledge although this
might make existing knowledge more
accessible.

Penyelidikan sebagai
Inkuiri Saintifik
Inkuiri saintifik melibatkan pencarian
pengetahuan menggunakan kaedah-kaedah
saintifik dalam mengumpul, menganalisis, &
menginterpretasi data
Tujuan inkuiri saintifik ialah untuk mengembang
pengetahuan. Cth
Menghuraikan fenomena pembelajaran aktif
Mengkaji perhubungan empirikal antara
pemikiraan HOTS dan pembelajaran aktif
Menguji sama ada perhubungan ini adalah
kesan dan akibat
Penyelidikan konvensional berasaskan kepada
kaedah inkuiri saintifik

The Scientific Method

1. Formulation of a hypothesis e.g. attitude and
mathematic performance).
2. Test the hypothesis (design a study to establish
whether the relationship between the
constructs are as hypothesised)
3. Collect data (e.g. collect data on attitude
towards mathematics and mathematics
performance).
4. Decide to accept or reject the hypothesis (e.g.
correlation between attitudes towards
mathematics and mathematics performance)

What is Research?
Research is a way of thinking; it involves
thinking what we want to study, how we
go about collecting data, analysing the
data and deriving conclusions.
research is diligent scientific search or
inquiry to discover facts (Websters
Dictionary)
the systematic, controlled, empirical
and critical investigation of natural
phenomena guided by theory and
hypotheses about the presumed relations
among the phenomena (Kerlinger,
1990).

Satu definisi Penyelidikan

Inkuiri: Suatu inkuiri dengan tujuan yang jelas
didefinisikan.
Sistematik: Ada rasional data dikutip dan dianalisis
Kritikal: Data yang dikutip dan dianalisis
ditentusahkan untuk memastikan kesahan dan
ketepatan.
Kritikal kendiri: Penyelidik dijangka menyemak
sendiri keputusan yang dibuat secara kritikal dan tidak
bias.
Kemajuan kepada pengetahuan: Penyelidikan harus
bertujuan meningkatkan pengetahuan.
Pengetahuan: Melibatkan pengetahuan yang terdapat
dalam literatur atau yang dijanakan oleh pengkaji

Lam, K.K. (2004) Effects of cooperative computer-based

instruction on geometry achievement and metacognition"

Enquiry: Enquiry into CBI and cooperative

learning
Systematic: Systematic collection and analysis
of data
Critical: Data is collected objectively through
valid and reliable instruments to ensure accuracy.
Self-critical: Be aware of limitations and biases
in the research
The advancement of knowledge: Enquiry
aims to increase knowledge in pedagogical
innovation.
Knowledge: Knowledge to carry out enquiry
based on theory-in-the-literature i.e. generative
learning theory

Apa itu Penyelidikan?

Penyelidikan ialah:
proses sistematik dalam pengumpulan
dan penganalisisan maklumat (data) supaya
meningkatkan kefahaman kita terhadap
fenomena yang kita minat atau prihatin.
.the systematic process of collecting and
analyzing information (data) in order to
increase our understanding of the
phenomenon about which we are concerned
or interested.

Tujuan Penyelidikan
Pendidikan

Menumpukan perhatian kepada

lompang pengetahuan dalam bidangbidang di mana maklumat kekurangan
Mengembangkan pengetahuan dalam
idea dan amalan baru
Mereplikakan pengetahuan dengan
menguji dapatan pada situasi baru
Menambah suara individu di mana
pandangan mereka tidak berpeluang
ditonjolkan

Tujuan Utama
Penyelidikan Pendidikan
Menghasilkan pengetahuan dan
peralatan untuk memperbaiki
pembelajaran murid

 The improvement of learning is the objective that should

drive all educational research. Research into teacher
practices, curriculum materials, ways of organising and
managing educational institutions, teacher professional
development, assessment and reporting practices,
successful transition from school to workindeed any
educational research topic one wishes to namehas as
its ultimate purpose the improvement of learning. If it did
not, it is difficult to see how it could claim to
beeducationalresearch. All educational research
ultimately must be judged in terms of its success in
creating knowledge or tools that can be used to improve
learning.
Geoff N Masters, Australian Council of Educational
Research

1.
2.
3.

Ciri-ciri Penyelidikan
dalam Pendidikan
Bermula daripada suatu persoalan atau masalah.

Memerlukan pernyataan matlamat dan tujuan dengan jelas.

Mengikut satu perancangan atau prosedur spesifik
pendekatan & reka bentuk
4. Masalah utama boleh dibahagikan kepada masalah-masalah
kecil.
5. Berpandukan kepada masalah specifik dan jelas, persaolan,
dan hipotesis.
6. Mendapat arahan melalui hipotesis yang sesuai
7. Menerima andaian-andaian tertentu yang kritikal.
8. Memerlukan pengumuplan, penganalisisan dan interpretasi
data.
9. Melibatakan fakta dan maknanya
10. Bersifat kitaran terutamanya penyelidikan tindakan

Komponen-Komponen
Penting dalam Penyelidikan
Pernyataan masalah, soalan-soalan
kajian, tujuan & objektif, faedah
Teori, andaian, literatur berkaitan
Pemboleh ubah dan hipotesis
Definisi operasional
Reka bentuk kajian dan metodologi
Instrumentasi, pensampelan
Analisis data
Interpretasi, kesimpulan & cadangan.

WHAT IS EDUCATIONAL
RESEARCH?
research that investigates the
behaviour of students, teachers,
administrators, parents and other
members of the community who
interact with educational
institutions.
the central purpose of educational
research is to find ways to
improve student learning

Recap: Research is
Research is a way of thinking; it involves
thinking what we want to study, how we
go about collecting data, analysing the
data and deriving conclusions.
research is diligent scientific search or
inquiry to discover facts (Websters
Dictionary)
the systematic, controlled, empirical
and critical investigation of natural
phenomena guided by theory and
hypotheses about the presumed relations
among the phenomena (Kerlinger,
1990).

A Primer for Thinking About

Research
Three general questions when
thinking about designing research
(Creswell 2003):
What knowledge claims are being
made by the researcher?
What strategies of inquiry will
inform procedures?
What methods of data collection
and analysis will be used?

Knowledge Claims
How do researchers view knowledge?
How do researcher claim that they
found out about something i.e.
`knowing about some phenomenon
that is being studied
Knowledge claim affects the strategies
of inquiry and the methods used to do
research

Knowledge Claims
Positivism
Determinism
Empirical observation
and measurement

Constructivism
Social and historical
construction
Theory generation

Advocacy/Participatory
Political
Change-oriented

Pragmatism
Problem-centered
Real-world practice

(Creswell 2003)

Elements of Inquiry
Knowledge
Claims

Approaches
to Research

Design Process

Qualitative
Strategies of
Inquiry

Quantitative
Mixed
Methods

Methods
Adapted from (Creswell 2003)

Questions
Data
collection
Data
analysis

Pendekatan
penyelidikan
Dua pendekatan utama (walau
pun yang ketiga semaking
digunakan)
Pendekatan Kuantitatif
(Pendekatan positivis)
Pendekatan kualitatif (Pendekatan
interpretatif)
Pendekatan Mixed- Method
(Pendekatan pragmatis)

Main distinctions seen between

quantitative and qualitative paradigms
- Different levels of research as seen by positivist and
interpretivists
Epistemological
level:

positivism

Methodological
level:

quantitative
paradigm

interpretivis
m/
constructivis
m
qualitative
paradigm

Technical
level:

quantitative
methods

qualitative
methods

Data:

quantitative
data

qualitative
data

 Example of a Quantitative study

Example of a Qualitative study

Penyelidikan
Kuantitatif
Tujuan Am
Kumpul dan analiisis data untuk menerang,
meramal, atau mengawal fenomena yang dikaji
Menghuraikan keadaan sekarang (Cth tinjauan kegemaran)
Mengkaji perhubungan (Cth hubungan antara sikap dan
prestasi)
Mengkaji kesan dan akibat (Cth Kesan (pemb koop) akibat
(pencapaian math)

Andaian pengkaji
Kita hidup dalam dunia yang stabil, uniform, dan
koheren
Kita boleh ukur, faham, dan membuat generalisasi
mengenai dunia kita
Perspektif positivis

Obj. 3.6 & 5.1

Kaedah Kunatitatif
Ciri-ciri
Data numerikal (bernombor)
Mengguna hipotesis formal yang dinyatakan
jelas serta prosedur tetap
Mengguna kawalan-kawalan untuk
mengurangkan kesan faktor-faktor yang
boleh mengacau hasil penyelidikan
Bilangan peserta kajian /sampel adalah besar
Pengkaji bersifat objektif, dan terpisah
Mengguna instrumen ujian kertas pensil, soal
selidik dll.
Obj. 3.6 & 5.1

Penyelidikan Kualitatif
Tujuan Am
Mendapat kefahaman mendalam mengenai sesuatu
fenomena yang sedia ada, kenapa ia bersifat demikian,
dan bagaimana perserta menginterpretasi dan
membuat persepsi terhadap situasi tersebut
The need to create a sustained, in-depth, in context study
that allows the researcher to uncover subtle, less overt
personal understandings

Andaian Pengkaji
Semua makna diletakkan pada sesuatu konteks atau
perspektif tertentu.
Orang yang berbeza biasanya mempunyai perspektif
dan konteks berlainan, maka mungkin wujud makna
berlainan dalam dunia
Perpesktif interpretivis

Obj. 3.8 & 5.1

Kaedah Kualitatif
Ciri-ciri
Data bersifat perkataan /verbal
Tiada procedur formal yang ditetapkan pada awal
Cuma masalah umum
Masalah dan kaedah cenderung timbul,
diperincikan dan ditentukan semasa dan sepanjang
kajian
Mengkaji fenomena dalam konteks semulajadi
seperti yang dialami oleh peserta kajian tanpa
manipulasi kawalan
Peserta kajian yang tidak ramai
Analisis data bersifat interpretif
Pengkaji terlibat dan berinteraksi dengan peserta
kajian
Obj. 3.8 & 5.1

Penyelidikan Kuantitif

Penyelidikan Kualitatif

Falsafah

Positivisme:
Pengetahuan datang daripada
pengesahan teori secara objektif
melalui kaedah saintifik

Interpretivisme
Pengetahuan ditemui melalui pengalaman
subjektif yang dibinakan oleh manusia
dalam persekitarannya

Tujuan//
Matlamat

Mengkaji dan menerang perhubungan,

kesan dan akibat,
Menguji hipotesis & membuat ramalan

Mengkaji fenomena sosial seperti yang

wujud secara semulajadi dalam pengalaman
kita.
Menghurai dan menginterpresi fenomena

Fokus

Kuantiti (Variables - How much & How

many)

Kualiti (Features- What)

Reka
bentuk

Berstruktur, dtentukan awal sebelum

kajian

Fleksibel, emerging, bergantug konteks

(Timbul dan ditentukan semasa kajian)

Kaedah

Eksperimen, kuasi-eksperimen,
tinjauan, dll

Ethnografi, kajian kes dll

Sampel

Besar, rawak, mewakili populasi

Kecil, bertujuan

Pengumpul
an Data

Ujian, soal selidik, intervensi terkawal

Temu bual, pemerhatian, dokumen, artifak

Analisis

Deduktif (kaedah statistik)

Membuat generalisasi

Induktif (naratif dan interpretasi oleh

pengkaji)

Dapatan

Specifik, tepat & numerikal

Membuat generalisasi

Holistik, terperinci & descriptif

Tidak membuat generalisasi

Pengkaji

Terpisah

Terlibat

Qualitative ??
Quantitative ??
QUANTITATIVE
QUANTITATIVE

Purpose is to describe, generate cause and effect,

and make predictions
QUALITATIVE
QUALITATIVE
Purpose is to understand contexts, perspectives
of participants interpret situations

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Assume behaviours and experiences of participants

are dynamic and depend on situation and context
QUANTITATIVE
QUANTITATIVE

Assume behaviours and experiences of participants

are uniform and predictable

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Investigate behaviours in a natural setting and context

QUANTITATIVE
QUANTITATIVE

Investigate behaviorus in a contolled environment

Qualitative ??
Quantitative ??
QUANTITATIVE
QUANTITATIVE

Study variables can be identified and relationships

between variables can be measured
QUALITATIVE
QUALITATIVE

Study variables are complex, connected and difficult to

measure.

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Research design is flexible, general and emergent and

evolving dependent on context

QUANTITATIVE
QUANTITATIVE

Research design is structured, pre-determined, formal

and specific

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Sampling focuses on selected sample that gives rich

information on a particular phenomenon

QUANTITATIVE
QUANTITATIVE

Sampling focuses on random samples that represent

population in order to generalise to the population

Qualitative ??
Quantitative ??
QUANTITATIVE
QUANTITATIVE

Researcher tests hypotheses and theory with data

statistically
QUALITATIVE
QUALITATIVE

Researcher generate hypotheses and theory from data

gathered from field work

Qualitative ??
Quantitative ??
QUANTITATIVE
QUANTITATIVE

Data are collected with accurate and valid instruments

and presented numerically
QUALITATIVE
QUALITATIVE

Researcher is the main instrument in data collection

which is primarily in the form of narratives and textual
information

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Researcher is directly immersed in the study and is

subjective and personal (Emic)
QUANTITATIVE
QUANTITATIVE

Researcher is not directly involved in study and is

objective and impersonal (Etic)

Qualitative ??
Quantitative
??
QUANTITATIVE
QUANTITATIVE
Researchers opinions do not influence the
interpretations of the study

QUALITATIV
QUALITATIV
EE

Experiences and personal interpretations are important

in understand phenomenon.

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Reality is subjective, personal, and constructed socially

that may differ between observers

QUANTITATIVE
QUANTITATIVE

Reality is objective where different observers agree on

what is observed

Qualitative ??
Quantitative ??
QUALITATIVE
QUALITATIVE

Research report is descriptive and includes subjective

personal experience
QUANTITATIVE
QUANTITATIVE

Research report is objective, formal and avoid

subjective personal experience

Etika Penyelidikan
Maksud etika
Suatu etika ialah prinsip moral atau
kod perlakukan yang memandu apa
yang dilaksanakan oleh seseorang. Ia
melibatkan bagaimana cara orang
bertindak dan berkelakuan. Etika
biasanya merujuk kepada prinsipprinsip moral, perlakuan terpandu yang
dipegang oleh sesuatu kumpulan atau
profesion (Wellington, 2000)

Etika Penyelidikan
Etika penyelidikan merujuk
kepada prinsip-prinsip moral yang
memandu penyelidikan, dari
permulaan hingga pelengkapan
dan penerbitan dapatan dan
selanjutanya contoh menjaga
data dan sampel selepas kajian
telah diterbitkan
ESRC (2005)

Why be concerned with

research ethics?
Professional responsibility avoidance of
exploitation of research participants
Research can be harmful:
to research participants
to individual researchers
to the School / University
to our relations with schools
to the research community
Ethical malpractice exists
We live in a more litigious society.

Standard ethical principles /

obligations to (prospective)
research participants
Fully informed consent of prospective
participants & (for minors) responsible others.
Researcher should provide information about:

the aims and nature of the research

identity and contact details of researchers
likely duration of research & their involvement
who will have access to data
how data will be stored
possible consequences of participation and of the
research
whether participants would have right to see/amend
transcripts, comment on provisional data analyses etc.
how results are likely to be disseminated
the extent to which confidentiality and anonymity will
be protected

Standard ethical principles /

obligations to (prospective)
research participants (cont.)
Participants right to withdraw from study
Confidentiality whilst researchers know who has
provided data, they should not make this known to
others
Anonymity
Non-traceability
Protection of participants welfare attempt to
ensure that participants are not harmed or
detrimentally affected by the research
Respect for participants right to privacy
Respect for knowledge pursuit of truth,
integrity
Sensitivity to differences relating (for example)
to age, culture, disability, race, sex, religion, sexual
orientation.

Ethical Codes
Ethical codes consist of a set of prescriptions for
our behaviour some of which are accompanied
by sanctions if those under the authority of the
organisation breach the established protocol. In
institutional settings, in particular, these are
typically over-seen by ethics committees.
These ethical codes provide a useful indication
of the territory of research ethics as well as
some substantive views about what precise
obligations should bear on the researcher.

 BERA (2011) Ethical

guidelines for educational
research (2011)
www.bera.ac.uk/publications/
guides.php
ESRC (2005) Research Ethics
Framework
www.esrcsocietytoday.ac.uk/E
SRCInfoCentre/opportunities/

Summary of ethical
codes
Honesty

Strive for honesty in all scientific communications. Honestly

report data, results, methods and procedures, and publication
status. Do not fabricate, falsify, or misrepresent data. Do not
deceive colleagues, granting agencies, or the public.
Objectivity
Strive to avoid bias in experimental design, data analysis,
data interpretation, peer review, personnel decisions, grant
writing, expert testimony, and other aspects of research
where objectivity is expected or required. Avoid or minimize
bias or self-deception. Disclose personal or financial interests
that may affect research.
Integrity
Keep your promises and agreements; act with sincerity; strive
for consistency of thought and action.

 Carefulness
Avoid careless errors and negligence; carefully and critically
examine your own work and the work of your peers. Keep
good records of research activities, such as data collection,
research design, and correspondence with agencies or
journals.
Openness
Share data, results, ideas, tools, resources. Be open to
criticism and new ideas.
Respect for Intellectual Property
Honor patents, copyrights, and other forms of intellectual
property. Do not use unpublished data, methods, or results
without permission. Give credit where credit is due. Give
proper acknowledgement or credit for all contributions to
research. Never plagiarize.

Confidentiality
Protect confidential communications, such as papers
or grants submitted for publication, personnel records,
trade or military secrets, and patient records.
Responsible Publication
Publish in order to advance research and scholarship,
not to advance just your own career. Avoid wasteful
and duplicative publication.
Responsible Mentoring
Help to educate, mentor, and advise students.
Promote their welfare and allow them to make their
own decisions.

Respect for colleagues

Respect your colleagues and treat them fairly.
Social Responsibility
Strive to promote social good and prevent or mitigate
social harms through research, public education, and
advocacy.
Non-Discrimination
Avoid discrimination against colleagues or students on the
basis of sex, race, ethnicity, or other factors that are not
related to their scientific competence and integrity.
Competence
Maintain and improve your own professional competence
and expertise through lifelong education and learning;
take steps to promote competence in science as a whole.

 Legality
Know and obey relevant laws and institutional and
governmental policies.
Animal Care
Show proper respect and care for animals when using
them in research. Do not conduct unnecessary or poorly
designed animal experiments.
Human Subjects Protection
When conducting research on human subjects, minimize
harms and risks and maximize benefits; respect human
dignity, privacy, and autonomy; take special precautions
with vulnerable populations; and strive to distribute the
benefits and burdens of research fairly.