ACTION RESEARCH

By ; Prof. Dr. T. Subahan Mohd Meerah

Apakah yang dimaksudkan Penyelidikan Tindakan

Bagaimana anda turut terlibat dalam penyelidikan tindakan di peringkat sekolah atau institut lain.

Penyelidikan Tindakan

Mengapa penyelidikan dapat meningkatkan penambahbaikan proses pendidikan

Satu model dan fasa-fasa kitaran penyelidikan tindakan

Through systematic, controlled action, higher education teachers could become more professional, more interested in pedagogical aspect of higher education, and more motivated to integrate that research and teaching interest in a holistic way. This would in turn lead to greater job satisfaction, better academic programs, improved student learning, and practitioners insights into and contribution to the advancement of knowledge in higher education (Zuber Skernitt 1966).

A DEFINITION OF ACTION RESEARCH

Is educative Deals with individuals as members of social groups. Is problems-focused, context-specific and futureoriented. Involves a change intervention Involves a cyclic process in which research, action and evaluation are interlinked. Aims at improvement and involvement Is founded on a research relationship in which those involved are participants in the change process.

Good action research is developmental; namely, it is a form of reflective inquiry which enables practitioners to better, realise such qualities in their practice. The tests for good action research are very pragmatic ones. Does it improve the professional quality of the transactions between practitioners and clients/colleagues? Mission Statement, CARN.

Action Research is a three-step spiral process of (1) planning which involves reconnaissance; 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. Thus Action Research in education is study conducted by colleagues in a school setting on the results of their activities to improve instruction. Action Research is a fancy way of saying lets study whats happening at our school and decide how to make it a better place.

Action Researchis the systematic study of attempt to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions (Ebbut 1985)

Action research is motivated by a question to improve and understand the world by changing it and learning how to improve it from the effects of the changes made. Action research is not done for other people. It is a research conducted by particular people on their own work, to help them to improve what they do, including how they work with and for others. It does not treat people as object for research, but encourages people to work together as knowing subjects and agents of change and improvement. They treat people as autonomous, responsible agents who participate actively in making their own histories and conditions of life (Kemmis & Taggart 1988)

Action research is a classroom based study initiated and conducted by teachers that allows them to explore issues of interest to them. It also provides a formal way to make teachers knowledge part of the literature on teaching, bringing them inside the power structure of education (Cochran-Smith & Lytle 1990)

Definisi Kerja Bagi Penyelidikan Tindakan

If yours is a situation in which People reflect and improve (or develop) their own situations by tightly interlinking their reflection and also making their experience public not only to other participants but also to other persons interested in and concerned about the work and situation, i.e. their (public) theories and practices of the work and situation.

If yours is a situation in which there is increasingly

Data-gathering by participants themselves (or with the help of others) in relation to their own questions Participant (in problem-posing and in answering questions) in decision-making Power-sharing and the relative suspension of hierarchical ways of working towards industrial democracy Collaboration among members of the group as a critical community Self-reflection, self-evaluation and self-management by autonomous and responsible persons and groups Learning progressively (and publicly) by doing and by making mistakes in a self-reflective spiral of planning, acting, observing, reflecting, re-planning, etc. Reflection which supports the idea of the self-reflective practitioners

Then yours is a situation in which ACTION RESEARCH is occurring.

CIRI-CIRI PENYELIDIKAN TINDAKAN

adalah satu inkuiri sistematik yang dijalankan oleh penyelidik dari para guru, pengetua (dekan), kaunselor, atau stake holder dalam suasana pengajaran/ pembelajaran. untuk mengumpul maklumat mengenai cara institusi mereka (sekolah/fakulti) beroperasi, bagaimana mereka mengajar dan bagaimana pelajar mereka belajar. maklumat dikumpul dengan matlamat memperolehi insight, membentuk amalan reflektif, mengenakan perubahan positif dalam environmen institusi (sekolah/universiti dan terhadap amalan pendidikan secara am) dan meningkatkan prestasi pelajar dan kehidupan orang-orang yang terlibat. adalah penyelidikan yang dibuat oleh guru untuk mereka, bukan dipaksa ke atas mereka oleh orang lain

Jenis Penyelidikan Tindakan

Guru sebagai penyelidik Tujuan: perubahan dalam satu bilik pengajaran/kuliah

Penyelidikan kolaboratif Tujuan: perubahan dalam lebih dari satu bilik pengajaran/kuliah,pengeluaran maklumat

Penyelidikan sebagai pakar rujuk Salinan keputusan: satu sekolah

KEY CONCEPT A Comparison of Traditional Research and Action Research WHAT? Who? TRADITIONAL RESEARCH Conducted by university professors, scholars, and graduate students on experimental and control groups. In environments where variables can be controlled. Using quantitative methods to show, to some predetermined degree of statistical significance, a cause-effect relationship between variables. To report publish conclusions that can be generalized to larger populations. ACTION RESEARCH Conducted by teachers and principals on children in their care. In schools and classrooms.

Where?

How?

Using qualitative methods to describe whats happening and to understand the effects of some educational intervention. To take action and effect positive educational change in the specific school environment that was stupid.

Why?

KEY CONCEPT Components of a Critical Perspective of Action Research KEY CONCEPT Action research is participatory and democratic. EXAMPLE You have identified an area in your teaching that you believe can be improved (based on data from your students). You decide to investigate the impact the of your intervention and to monitor if it makes a difference. You are concerned that minority children (for example ESL [English as Second Language] students) in your classroom are not being presented with curriculum and teaching strategies that are culturally sensitive. You decide to learn more about how best to teach ESL children and to implement some of these strategies.

Action research is socially responsive

Component of a Critical Perspective of Action Research KEY CONCEPT Action research helps teacher researchers examine the everyday, taken-for-granted ways in which they carry out professional practice. Knowledge gained through action research can liberate students, teachers, and administrators and enhance learning, teaching, and policy making. EXAMPLE You have adopted a new mathematics problemsolving curriculum and decide to monitor its impact on student performance on open-ended problem-solving questions and students attitude towards mathematics in general. Your school has a high incidence of student absenteeism in spite of a newly adopted districtwide policy on absenteeism. You investigate the perceptions of colleagues, children and parents toward absenteeism to more fully understand why the existing policy is not having the desired outcome. Based on what you learn, you implement a new policy and systematically monitor its impact on absenteeism levels and students attitudes towards school.

Components of a Critical Perspective of Action Research KEY CONCEPT Teacher researcher have decision-making authority. EXAMPLE Your school has adopted a school-based decision-making approach that provides teachers with the authority to make decisions that most directly impact teaching and learning. Given this decision-making authority, you decide as part of your continued professional development to investigate the effectiveness process skills and attitudes. Based on the results of assessment tests and classroom observations, the teachers and principal at your school determine that reading comprehension skills are weak. Collaboratively, the staff determines the focus for a school improvement effort and identifies the necessary professional development that will be offered to change the ways teaching teach reading.

Teacher researchers are committed to continued professional development and school improvement.

Component of a Critical Perspective of Action Research KEY CONCEPT Teacher researchers want to reflect on their practices. EXAMPLE You are a successful classroom teacher who regularly reflects on your daily teaching and what areas could be improved. You believe that part of being a professional teacher is the willingness to continually examine your teaching effectiveness. Given a school wide reading comprehension focus, you have decided to monitor the effectiveness of a new reading curriculum and teaching strategies by videotaping a reading lesson (once a month), administering reading comprehension probes (once a week), interviewing children in your classroom (once a term), and administering statewide assessment tests (at the end of the school year).

Teacher researcher will use a systematic approach for reflecting on their practice.

Component of a Critical Perspective of Action Research KEY CONCEPT Teacher researchers will choose an area of focus, determine data collection techniques, analyze and interpret data, and develop action plans. EXAMPLE To continue the example above, you have focused on the effectiveness of a new reading curriculum and teaching strategies. You have decided to collect data using videotapes of lessons, regular probes, interviews, and statewide assessment tests. During the year you try to interpret the data you are collecting and decide what is suggests about the effectiveness of the new curriculum and teaching strategies. When all of the data has been collected and analyzed, you decide what action needs to be taken to refine, improve, or maintain the reading comprehension curriculum and teaching strategies.

Semua model mempunyai beberapa unsur yang biasa:

bertujuan berdasarkan satu masalah atau bidang fokus (pengenalpastian bidang fokus) pencerapan atau pemantauan amalan (pengumpulan data) sintesis maklumat terkumpul (analisa dan mentafsir data) dalam bentuk tindakan yang bersifat spiral (membentuk satu pelan tindakan) melibatkan guru satu proses empat langkah, khususnya: i) Kenalpasti satu bidang fokus ii) Kumpul data iii) Analisis dan Tafsir data iv) Bentuk satu pelan tindakan

LANGKAH PENYELIDIKAN

Terdapat beberapa langkah dalam penyelidikan tindakan. Sebenarnya tiada urutan yang universal mengenai langkah-langkah ini. Anda boleh melompat (melangkau), menyusun semula atau mengulangi beberapa langkah lebih daripada sekali

Langkah-langkah Penyelidikan
Kenalpasti satu masalah atau topik penyelidik. Apa yang ingin dikaji secara mendalam? Letakkan masalah atau topik penyelidik dalam konteks teoritis. Apakah orang lain telah mendapati atau nyatakan mengenai topik penyelidikan anda

Mengait topik penyelidikan anda kepada teori terkini memberi kredibiliti dan memberi satu konteks teoritis untuk dapatan anda. Membolehkan kita mengaitkan teori dengan amalan dengan menghubungkan apa yang dicerakin literatur dengan apa yang berlaku dalam bilik darjah

ACTION RESEARCH STEPS

1. 2. 3. 4.

5.
6. 7. 8. 9.

Identify a problem or research topic Set the problem or research topic in a theoretical context. Make a plan for data collection Begin to collect and analyze data If necessary, allow the question or problem to change as you collect data Analyze and organize the data Report the data Make your conclusions and recommendations Create a plan of action

Fasa-Fasa Penyelidikan Tindakan

Fasa 1: pemilihan satu fokus atau bidang

Fasa 2: pengumpulan data Fasa 3: penyusunan data

Fasa 4: analisa dan penaksir data

Fasa 5: ambil tindakan berulang kali

Fasa 1: Pemilihan Fokus/Bidang

Kenalpasti satu bidang yang diminati Fokus terhadap pembelajaran pelajar Lihat kepada kesan terkini dan melarat.

Penggunaan Bahan Literatur Profesionalisme

1.

2.

3.
4. 5.

Kenalpasti topik dalam literatur profesionalisme yang berkait atau sepadan dengan bidang yang diminati Kumpul laporan penyelidikan, artikel, tesis, internet dan lain-lain. Susun bahan-bahan untuk kajian Analisis dan buat taksiran maklumat dalam bahanbahan tersebut untuk pemahaman dan tindakan Tentukan tindakan yang paling munasabah.

Fasa 2: Pengumpulan Data

Kumpul data yang ada kini, dan bergerak dari sumber data biasa dan dibentuk Guna sumber data pelbagai Kumpul data dengan cara sesuai dan teratur Pantau pengumpulan data

Fasa 3: Penyusunan Data

Tunjuk data dalam jadual, carta Susun data mengikut kursus, tahap Susun untuk dianalisis oleh ahli

Soalan-soalan yang disoal semasa analisis data

1.

2.

3.

4.

Apa makna data-data tersebut dari segi pencapaian dan sikap terkini pelajar diingini? Apa makna data-data tersebut dari segi suasana pembelajaran kini (pengajaran, kurikulum. ICT) dan respon pelajar? Apa maksud data dari segi tingkah laku/ pencapaian pelajar dan sikap yang kita ingin lihat? Apa maksud data tersebut dari segi rekabentuk suasana pembelajaran?

Fasa 4: Analisis Data

Tempatkan data untuk mendapat matlamat yang maksimum Analisa dan menyoal data sebagai pengumpulan profesional Untuk bidang utama untuk tindakan Putuskan adakah keputusan

Fasa 5: Mengambil Tindakan

Gabungkan maklumat dari analisa data dengan maklumat dari literatur profesinalisme Pilih opsyen paling baik untuk tindakan Rancang pelan tindakan jangka pendek dan panjang Laksanakan sebahagian tindakan serta merta Taksir pelaksanaan tindakan yang terpilih Ulang Fasa 2 sehingga Fasa 4.

STRATEGI-STRATEGI TINDAKAN
Apakah yang ingin diubah? Bentuk pelan tindakan Pelan tindakan haruslah merangkumi perkara-perkara yang berikut: - tujuan tindakan - rasional tindakan diadakan - prosedur-prosedur baru yang akan dilakasanakan - aktiviti-aktiviti baru yang berkaitan - bahan-bahan baru yang digunakan

Alternatif-alternatif tindakan - Berguna atau tidak - Praktikal atau tidak - Boleh diterima atau tidak Merancang dan melaksanakan pelan tindakan Mentafsir pemerhatian

REFLEKSI DALAM PENYELIDIKAN TINDAKAN

Ciri-ciri Refleksi Mentaksir dan mempertimbangkan kemahiran mengajarnya Menilai kesesuaian sesuatu strategi pengajaran dan bahan yang digunakan Menganalisa nilai-nilai pendidikan yang menjadi asas kepada sesuatu amalan pengajaran Mengkaji dan menjelaskan pegangan dan nilai peribadi yang berkaitan dengan pendidikan Membentuk satu penjelasan mengenai pelajar, interaksi bilik darjah serta proses-proses pengajaran dan pembelajaran

Untuk membuat refleksi yang berkesan, sikap-sikap berikut perlu wujud:

Sikap Terbuka bersedia menerima pandangan termasuklah daripada pelajar dan rakan-rakan sendiri. Sikap Bertanggungjawab sentiasa mempertimbangkan akibat sesuatu tindakan yang akan diambil dan mengakuinya bila sesuatu akibat terjadi. Sikap Kesungguhan dan Keikhlasan menjalankan penyelidikan tindakan tersebut semata-mata untuk meningkatkan kecekapan amalan pendidikan.

Kesan Menjalankan Refleksi

Seseorang yang menjalankan refleksi dengan efektif akan menjadi lebih sedar tentang perkara-perkara berikut: Tingkah laku atau amalan pengajarannya sendiri Pengertian pada tingkahlaku atau amalan pengajarannya Tabiat atau kebiasaannya seperti tabiat berfikir Perasaannya sendiri terhadap segala yang dilakukannya Bagaimana dirinya menilai sesuatu

Mengenalpasti masalah/ fokus yang diminati

Menganalisa & menilai

Mengumpul data

Mengumpul data untuk mengesan perubahan

Menganalisa data dan membentuk hipotesis

Melaksanakan Plan Tindakan

Merancang Plan Tindakan

Model Penyelidikan Tindakan Oleh McBridge dan Schostak (1994)

Tinjauan dan Refleksi Awal

Analisis Maklumat dan Refleksi

Perancangan Tindakan dan Pengumpulan Bukti

Pelaksanaan Perancangan Tindakan dan Mengumpul Bukti dan Pemantauan Model Penyelidikan Tindakan oleh Kemmis dan McTaggart (1988)

PLAN

REVISED PLAN

CYCLE 3

REFLECT

ACT

REFLECT

ACT

OBSERVE

OBSERVE

CYCLE 1

CYCLE 2

Thank you for your listening