Kuliah Minggu 2; REKA BENTUK KAJIAN TINDAKAN

Kuliah 2; REKA BENTUK KAJIAN TINDAKAN
(Dr Hjh Siti Fatimah Mohd Yassin)

GGGB 5023 Minggu 2

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Kajian Tindakan berlaku dalam beberapa kitaran. Terdapat pelbagai reka bentuk Kajian Tindakan. Antaranya:

Coghlan & Brannick 2001

Kemmis & McTaggart 1988
Lain-lain




AKTIVITI 1

Selepas mengikuti Program Bina Insan Guru,
Refleksi ke atas masalah dalam diri anda
-Senaraikan penambahbaikan yang perlu dilakukan dalam diri anda
-Rancang pelan tindakan untuk menambah baik
• matlamat
• objektif
-Pelan tindakan
• nyatakan langkah-langkah yang perlu diambil
• rancang bagaimana ingin mengumpul data
• bagaimana anda ingin memantau apa yang dirancang dilaksanakan
• bagaimana anda ingin menilai sama ada apa yang dirancang dan dilaksanakan tercapai

Masalah
Kurang persediaan dan perancangan dalam pelajaran dan kehidupan

Penambahbaikan
Membuat perancangan yang lebih teratur dalam pelajaran dan kehidupan

Matlamat
-Menamatkan pelajaran

Objektif
-Menamatkan pelajaran dengan cemerlang
-Boleh mengaplikasikan ilmu yang dipelajari kepada orang lain

Pelan tindakan
Langkah-langkah yang perlu diambil
-menyenaraikan matlamat dan objektif dalam kehidupan
Cara kumpul data
-mengkaji semula perjalanan dan pencapaian dalam kehidupan
-meneliti semula perancangan yang pernah dan telah dibuat
Cara pantau
-membuat carta alir, contoh: Hala tuju dalam pelajaran
-memastikan setiap fasa dalam perancangan dilaksanakan dalam masa yang sepatutnya
Cara menilai
-meneliti pencapaian dan perkembangan dari semasa ke semasa melalui carta alir

AKTIVITI 2

-Bentuk 1 kumpulan 3 orang dalam bidang yang sama
(1 ketua, 1 pencatat, 1 pembentang)
-Selepas mengikuti kursus Kaedah Mengajar
-Refleksi ke atas masalah/penambahbaikan dalam pengajaran & pembelajaran sesuatu tajuk
-Cadangkan 1 strategi/kaedah pengajaran untuk mengatasi masalah tersebut

-Refleksi Masalah
Kebergantungan kepada penggunaan teknologi/ICT
Contoh: terlalu menggunakan laptop dan LCD semasa mengajar

-Strategi
Menggunakan kaedah mengajar alternatif
>Pengajaran berpusatkan pelajar (student-centered learning)
-pembelajaran koperatif (cooperative learning)
-sumbang saran (brainstorming)
-question-answer

Pembelajaran Koperatif
Terdapat pelbagai teknik yang digunakan dalam pembelajaran koperatif. Antaranya:

• Think-Pair-Share
• STAD (Student Team Achievement Division)
• Jigsaw
• Numbered Heads Together
• Three-Step Interview
• Round Robin Brainstorming
• Three-Minute Review
• Two Minute Paper
• Pose a Question-All Write-Discuss
• TAI (Team Assisted Individualization)

Think, Pair, Share
Pengajar atau guru memberikan satu masalah atau soalan berbentuk terbuka, yang mempunyai pelbagai jawapan kepada pelajar. Kemudian, guru membiarkan pelajar berfikir mengenai soalan tersebut. Dalam tempoh masa berfikir (think time), guru memberi petunjuk bagi membantu pelajar untuk mendapatkan jawapan yang sesuai. Selepas itu, guru menyuruh pelajar untuk membincangkan jawapan mereka dengan pasangan masing-masing. Setiap pasangan bekerjasama dalam berbincang, bertukar-tukar jawapan serta berkongsi idea. Akhirnya, guru meminta setiap pasangan untuk memberitahu jawapan mereka kepada pasangan-pasangan lain atau rakan-rakan sekelas.

Kuliah Minggu 1; JENIS KAJIAN TINDAKAN

Kuliah 1; JENIS KAJIAN TINDAKAN
(Dr Hjh Siti Fatimah Mohd Yassin)

GGGB 5023 Minggu 1

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ACTION RESEARCH IN TEACHING AND LEARNING

ACTION RESEARCH in Teaching & Learning by Lin S. Norton


Lin S. Norton is Professor of Pedagogical Research and Dean of Learning & Teaching at Liverpool Hope University. She was awarded a National Teaching Fellowship in 2007 and continues to champion the importance of learning and teaching by extensively publishing in journals and books.

Action Research for Teaching and Learning offers readers practical advice on how to research their own practice in a higher-education context. it has been written specifically to take the reader through each stage of the action research process with the ultimate goal of producing a research study which is publishable. Cognisant of the sector's view on what is perceived to be 'mainstream research', the author also written a substantial theoretical section which justifies the place of pedagogical action research to reflective practice and the scholarship of teaching and learning.

ACTION RESEARCH & REFLECTIVE PRACTICE

FSSK POST GRADUATE COLLOQIUM
ACTON RESEARCH AND REFLECTIVE PRACTICE SEMINAR

Jean McNiff
Visiting Professor, School of Language Studies & Linguistics
Universiti Kebangsaan Malaysia

The seminar was about creating educational knowledge. It might be seen as a knowledge-creating process. The key questions in the seminar were:

-What is involved in doing action research?
-Why should I do action research?
-What is involved in reflective practice?
-Why should I reflect on my practice?
-What are the links between action research and reflective research?

Purposes of research
i) The purpose of all research is to create new knowledge and generate new theory; and then to test the validity of the theory that constitutes the claim to knowledge.
ii) The purpose of action research is to improve practice, and to generate theory that is grounded in the process of improving practice, and test the validity of the knowledge claim that practice has been improved, by referring to the evidence base which contains descriptions and explanations for the improvement.
iii) The purpose of reflection is to become aware of ones own ontological and epistemological stance in the world, and check whether one is exercising critical engagement in one’s own learning and the learning of others.

Spectator perspectives and insider perspectives
Much research is done from a spectator perspective. The researcher stands outside the situations and asks, “What are those people over there doing? How can their actions be understood?”
Action research is done from an insider perspective. The researcher sees themselves as part of the situation they are researching, and asks, “What am I doing? How do I understand myself, so that I can hold myself accountable for my actions?”

Typology, emerging ideas and shifting paradigms
Ideas emerge over time and constitute paradigm shifts. Some useful typologies are:

Typologies of knowledge
Different kinds of knowledge exist, for example:
>Know-that
>Know-how
>Know-this
>Personal knowing

Typologies of human interests
Human interests may be understood as:
>Technical interests
>Practical interests
>Emancipatory interests
>Relational interests

Typologies of research paradigms as ways of organizing experiences
Examples of research paradigms:
>Technical rational research
>Interpretive research
>Critical research
>Action research

How to do action research
Doing action research involves asking yourself, ‘How do I improve what I am doing?’

Here is a useful action plan:
+What is my concern?
+Why am I concerned?
+What experiences can I describe to show why I am concerned?
+What can I do about it?
+What will I do about it?
+What kind of data will I gather to show the situation as it unfolds?
+How do I explain my educational influences in learning?
+How do I ensure that any conclusions I come to are reasonably fair and accurate?
+How do I explain the significance of my work?
+How do I evaluate the validity of my work?
+How do I evaluate the validity of my evidence-based account of practice?
+How do I modify my concerns, ideas and practices in the light of my evaluation?

For more, do click
ActionResearch.net
jeanmcnif.com

BAHAN BACAAN ASAS

BUKU RUJUKAN

Altrichter, H. 2008. Teachers Investigate Their Work : An Introduction To Action Research Across The Professions. London : Routledge (PTSL LB1028.24 .T4336 2008)

Koshy, V. 2005. Action Research For Improving Practice : A Practical Guide. London : Paul Chapman Pub (PTSL LB1028.24 .K676)

Norton, L. S. 2009. Action Research In Teaching And Learning : A Practical Guide To Conducting Pedagogical Research In Universities. London : Routledge. (PTSL LB1028.24 .N677)

Somekh, B. 2006. Action Research : A Methodology For Change And Development. Berkshire, England : Open University Press. (PTSL H62.S72485)

Stringer, E. T. 2004. Action Research In Education. Upper Saddle River, N. J. : Pearson/Merrill/Prentice Hall. (PTSL pasca LB1028.24)

TABURAN PENILAIAN

TUGASAN GGGB 5023

Tugasan 1 (10%) individu
(Tarikh akhir: 25.05.09)
Ulas 1 buku dalam Bahasa Inggeris tentang Kajian Tindakan, merangkumi:
*Reka bentuk kajian tindakan
*Pengumpulan dan penganalisisan data
*Lapor dalam blog individu

Tugasan 2 (10%) individu
(Tarkh akhir: 25.05.09)
Ulas dan Analisis Artikel Jurnal Kajian Tindakan
*Dapatkan 3 artikel jurnal luar negara yang memerihalkan kajian tindakan yang telah dilakukan dalam pendidikan
*Buat perbandingan (persamaan dan perbezaan) dari segi prosedur kajian tindakan yang dilakukan
*Laporkan dalam blog individu
*Upload semua artikel dalam yahoogroups http://groups.yahoo.com/group/gb5023-jan09/

Tugasan 3 (5%)
Laporan Artikel Seminar
*Seminar Pendidikan Serantau (penyertaan dan laporan dihantar semasa seminar) 18-21.05.09
*Seminar Penyelidikan Siswazah Kebangsaan (penyertaan)

Tugasan 4 (15%) berpasukan
Projek mini kajian tindakan A
(Tarikh akhir: 29.06.09 & 06.07.09)
*Lakukan satu kajian tindakan kolaboratif dalam kelas pengajaran mikro dan makro
*Laporkan dalam bentuk artikel kertas seminar dan bentangkan pada minggu ke 11 dan 12 (29.06.09 & 06.07.09)

Tugasan 5 (30%) berpasukan
Projek kajian tindakan kolaboratif B
*Lakukan satu kajian tindakan kolaboratif di sekolah semasa latihan mengajar
*Laporkan dalam bentuk artikel kertas seminar dan bentangkan pada Kolokium DPLI 2009 (30-31.10.09)

KAJIAN TINDAKAN DALAM PENDIDIKAN GGGB 5023

Kursus
Kajian Tindakan Dalam Pendidikan

Kod Kursus
GGGB 5023

Pensyarah
Dr Hajah Siti Fatimah Mohd Yassin (penyelaras)
Dr Mohd Izham Hamzah
Hajah Halimah Harun
Puan Norsakinah Mohamed

Kandungan Kursus
Minggu 1 (20.04.09)
Pengenalan Kursus
Pengenalan Kajian Tindakan

Minggu 2 (27.04.09)
Reka Bentuk Kajian Tindakan

Minggu 3 (04.05.09)
Teori Perubahan

Minggu 4 (11.05.09)
Kajian Kepustakaan/Tinjauan Literatur

Minggu 5 (18-21.05.09)
Seminar Pendidikan Serantau

Minggu 6 (25.05.09)
Proposal Kajian Tindakan

Minggu 7 (01.06.09)
Pembentukan:
Penyataan Masalah
Tujuan/objektif/persoalan kajian

Minggu 8 (08.06.09)
Prosedur Kajian Tindakan

Minggu 9 (15.06.09)
Pengumpulan data

Minggu 10 (22.06.09)
Analisis data

Minggu 11 (29.06.09)
Pembentangan Mini Kajian Tindakan

Minggu 12 (06.07.09)
Pembentangan Mini Kajian Tindakan