KONSEP

KAJIAN TINDAKAN

1
• PLAN
• ACT
• OBSERVE
• REFLECT
• And then
• PLAN
(Kemmis, S. & McTaggart, R.)

2
• Action Research is a process through which
teachers collaborate in evaluating their
practice jointly…raise awareness of their
personal theory…articulate a shared
conception of values…try out new strategies
to render the values expressed in their
practice more consistent with the
educational values they espouse…record
their work in a form that is readily
available to and understandable by other
teachers…and thus develop a shared theory
of teaching by researching practice.
John Elliott. (1991). Action Research for Educational Change.
Philadelphia: Open University Press/Milton Keynes.
3
Based on the following assumptions:

• Educators work best on problems they have

identified for themselves
• Teachers and principals become more effective
when encouraged to examine and assess their own
work, and then consider ways of working
differently
• Teachers and principals need time and space away
from their daily routine to think deeply about
their work
• Teachers and principals can provide help, support
and encouragement by working collaboratively

4
Action Research involves problem posing, not
just problem solving. It does not start from
a view of problems as pathologies. It is
motivated by a quest to improve and
understand the world by changing it and
learning how to improve it from the effects
of the changes made.

(Cathy Caro-Bruce on April 19, 2004

in support of the Florida Professional
Development System Evaluation
Protocol)

5
Problem implies that there is
something wrong, when what is
meant in action research terms
is that “a problem is a
definition of a need for change
and describes how certain
issues can be addressed”
(Cunningham 1993:75)

6
 DEFINISI KAJIAN Ebbut (1985)
TINDAKAN

Mc Niff (1988)

DEFINISI,
KONSEP DAN
CIRI-CIRI Kemmis & Mc Taggart (1988)
KAJIAN
TINDAKAN

Memperbaiki kualiti pendidikan melalui perubahan P&P

Ciri Utama
Melibatkan proses perkembangan profesional guru Kajian Tindakan
yang sistematik
Melibatkan analisis kritikal berkaitan tindakan dalam situasi P&P

Mengutamakan peningkatan dan penambahbaikan amalan sendiri

Memfokuskan masalah praktikal daripada teori

7
 Mengintegrasikan
Untuk menambahbaik pengajaran dengan
keberkesanan amalan penyelidikan

Jurang antara yg
diingini dengan
amalan(Performance
Gap) KENAPA
KAJIAN
Wahana untuk TINDAKAN?
Pembangunan
Profesionalisme

Setting Merealisasikan nilai-

Naturalistik Reflexive nilai pendidikan
Teaching pengamal
8
 CIRI-CIRI KAJIAN
TINDAKAN
• BERBENTUK KITARAN
• KOLABORASI
• KUALITATIF
• REFLEKSI
• RESPONSIF
• EMERGENT
9
What is Not Action Research?

• Action research is NOT

– library project where we learn more about a topic
that interests us.
– It is NOT PROBLEM-SOLVING in the sense of
trying to find out what is wrong, but rather a quest
for knowledge about how to improve.
– about doing research on or about people, or
finding all available information on a topic looking
for the correct answers.
– about learning why we do certain things, but
rather how we can do things better. It is about how
we can change our instruction to impact students.

10
 EBBUT (1985)
“ Kajian tindakan merupakan suatu
pengkajian yang sistematik oleh
sekumpulan pengamal terhadap usaha-
usaha untuk mengubah dan memperbaiki
amalan pendidikan melalui tindakan
praktis mereka sendiri serta refleksi
terhadap kesan atau akibat tindakan
tersebut”.

11
 MCNIFF (1988)
“Kajian 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.
Ianya melibatkan guru dalam inkuiri yang
dijalankan oleh mereka serta melibatkan
guru-guru lain secara bersama”.
12
 KEMMIS DAN MCTAGGART
(1988)
“ Kajian tindakan merupakan satu bentuk
inkuiri refleksi kendiri yang dilakukan
secara kolektif, dilakukan oleh peserta yang
berada dalam sesuatu situasi sosial bagi
tujuan meningkatkan kerasionalan dan
keadilan amalan-amalan kemasyarakatan
dan pendidikan mereka sendiri, di samping
meningkatkan kefahaman mereka tentang
amalan itu serta situasi di mana amalan itu
dilakukan”.
13
 DONALD SCHON

“ …swampy lowland where situations

are confusing ‘messes’ incapable of
technical situation” (1983, m.s. 42)

14
 DONALD SCHON

“ It is this entire process of reflection-

in-action which is central to the ‘art’
by which practitioners deal well with
situations of uncertainty, instability,
uniqueness, and value conflict.”
(1983, m.s.50)

15
 CHRIS DAY

“Teacher development, if it to be effective,

should be aimed at enhancing the
capacity to understand one’s own
practice.”
(1992, m.s. 7)

16
 BRIDGET SOMEKH

“ …the study of a social situation,

involving the participants themselves
as researchers, with a view to
improving the quality of action within
it.”
(1988, m.s. 164)

17
 JOHN ELLIOT

“ Action research improves practice by

developing the practioner’s capacity for
discrimination and judgement in particular,
complex, human situations.” (1991, m.s.52)

18
 JOHN ELLIOTT

“It unifies inquiry, the improvement of performance

and development of persons in their professional
role. With respect to the latter it informs
professional judgement and thereby develops
practical wisdom, i.e. the capacity ot discern the
right course of action when confronted with
particular, complex and problematic state of
affairs.” (1991, m.s.52)

19
• Action research is “problem sensing and problem
focused” (Hart & Bond, 1995:52)
• And the researcher is involved in an immediate and
direct way with the problem situation
• The intentions which underlie action are directed to a
future state in which the ‘real; comes closer to the ‘
ideal’
• Geer (1990: 49) states that the gap between the ideal
and the actual that policy problems emerge
• Those involved committed to the change because of
their own involvement in planning for their future
(Susman & Evered, 1978;Eden & Huxman, 1993)
20
• “AR is “about taking action in the real world
and a close examination of the effects of the
action taken, thus it always involves
intervention”.

• Improvement and involvement – to improve

professional practice and to involve those
concerned in the processes of change

21
• Carr & Kemmis (1986:162) action research is “ a
spiral of cycles” – not linear, and does not follow a
series of stages.
• Dynamic process with research, action and
evaluation interact in a way
• Elliot (1991) says that action, research and enquiry
are not separate, sometimes indistinguishable,
perhaps one of the strands more dominant
• Action research and evaluation research closely
related (Lathlean & Farnish, 1984; Patton, 1990)
• Without evaluation not possible to assess the
progress or redefine the problem
• May involve quantitative evaluation in infer cause
and effect or qualitative evaluation

22
 JENIS-JENIS KAJIAN TINDAKAN

• Lewin (1944)
– Experimental, Empirical, Diagnostic, Participative
• Halsey (1972)
– Political AR, Social Science AR
• Chamberlain (1988)
– Partnership model, Supportive model, Separatist model
• Holter & Schwartz-Barcott (1993)
– Technical collaborative, Mutual collaborative,
Enhancement
• Hart & Bond (1995)
– Experimental, organisational, profesionalising,
empowering

23