KONSEP KAJIAN TINDAKAN

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 TUJUAN PENYELIDIKAN
Tujuan Penyelidikan boleh dikategorikan seperti di bawah:
 Perihalan (Description (fact finding)
 Penerokaan (Exploration (looking for patterns)
 Analisis (Analysis (explaining why or how)
 Ramalan (Prediction (forecasting the likelihood
of particular events)
 Penyelesaian
Masalah (Problem Solving (improvement of
current practice)

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 BANDING BEZA
Kajian Tindakan dengan Kajian Formal

PERKARA KAJIAN FORMAL KAJIAN TINDAKAN

Latihan Masa lama dan mendalam Belajar sendiri dengan
pengkaji konsultansi drp pakar
Matlamat Pengetahuan yang boleh Pengetahuan untuk
kajian digeneralisasi (pengetahuan diaplikasikan kpd
Proposisional) situasi setempat
(pengetahuan Tasit)
Pernyataan Tinjauan literatur Masalah yang dihadapi
masalah atau penambahbaikan
Prosedur Meluas menggunakan sumber Mengikut keperluan -
sorotan kajian primer Sumber sekunder
Pendekatan Rawak Snowball atau mengikut
persampelan keselesaan pengkaji

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 APAKAH KAJIAN TINDAKAN?
Act-Review-
Act- Review
Action + Research
Change + Understanding

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 “ The study of a social situation (classroom / school)
with a view of improving the quality of action
( managing classroom / managing teaching and
learning / managing school) within it – carried out by
practitioners seeking to improve their understanding
of events, situations and problems so as a to increase
the effectiveness of their practice.”

(Elliott, 1981)

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 Action Research Defined

“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.”
Stephen Corey (1953)

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 Combined Action and Research
ACTION: exploring the possibilities of better ways
of acting, ways that may result in a better teaching
situation for ourselves, and a better learning
situation for our students

RESEARCH: (systematic inquiry) collection and

analysis of data as evidence that our actions are
effective

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 Action Research – A summary
DILAKUKAN OLEH PENGAMAL
(The project is undertaken by the PARTICIPANTS
in the situation, not by outsiders studying the
practice of an individual or group. )

BERBENTUK KITARAN / GELUNGAN

(The project proceeds through a SPIRAL OF
CYCLES of planning, acting, observing, and
reflecting.)

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 Action Research- A summary
MENAMBAHBAIK AMALAN
(The project IMPROVES PRACTICE for the participants
and has the potential to improve practice for the wider
field.)

PENAMBAHBAIKAN HOLISTIK
(Action Research is at the same time a research
methodology and a process for INDIVIDUAL AND
ORGANIZATIONAL IMPROVEMENT.)

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 MODEL
& CIRI-CIRI KAJIAN TINDAKAN

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 KITARAN / GELUNGAN PERTAMA

Langkah 1
Ke
MENGENAL PASTI ASPEK AMALAN
KITARAN / GELUNGAN KEDUA

Langkah 2
MERANCANG PELAN TINDAKAN

Langkah 5
MEREFLEKS TENTANG
DAPATAN KAJIAN Langkah 3
TERHADAP TINDAKAN, dll MELAKSANAKAN TINDAKAN

Langkah 4
MENGUMPUL DATA TENTANG
TINDAKAN

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Lewin, 1946 dan Laidlaw,1992
 CIRI-CIRI KAJIAN TINDAKAN
Berbentuk kitaran
Kolaborasi
Kualitatif
Refleksi
Responsif
Emergent

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 CIRI-CIRI KAJIAN TINDAKAN
Amalan kendiri
Spesifik (berfokus)
Orientasi tindakan
Berasaskan bukti
Matlamat pedagogi /
pendidikan
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 “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)

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 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)
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 ACTION RESEARCH is :

NOT a LIBRARY PROJECT where we learn more

about a topic that interests us.
NOT PROBLEM-SOLVING in the sense of trying
to find out what is wrong, but rather a quest for
knowledge about how to IMPROVE.
NOT doing research ON OR ABOUT PEOPLE, or
finding all available information on a topic looking
for the correct answers.
NOT 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.

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 GOOD ACTION RESEARCH
Aims to REALISE EDUCATIONAL VALUES
INTEGRATES teaching and research
DEVELOPS the curriculum
Implies REFLEXIVE teaching and not simply
reflective teaching
Gathering DIFFERENT POINTS OF VIEWS
DEFINE rather than apply quality indicators
(Elliott,
1991)

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 TUGASAN BENGKEL

Bincangkan kebaikan kajian tindakan kepada

anda sebagai guru?

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 KEBAIKAN
KAJIAN TINDAKAN
Merapatkan jurang antara teori dan amalan bilik darjah
Meningkatkan pemahaman amalan bilik darjah
Memupuk kemahiran dan daya berfikir
Menggalakkan kolaborasi dengan murid-murid dan
guru-guru lain
Meningkatkan kualiti dan penambahbaikan segala
aspek pedagogi

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 TUGASAN BENGKEL

Bincangkan kepentingan refleksi

pasca praktikum kepada anda?

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 KEPENTINGAN / KELEBIHAN REFLEKSI
PASCA PRAKTIKUM
Menilai kekuatan dan kelemahan P&P
Mencadangkan cara mengatasi
sebarang kelemahan yang timbul
Meningkatkan kemahiran membuat
penilaian kendiri
Panduan untuk penambahbaikan
prestasi kerja masa hadapan

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 KEPENTINGAN / KELEBIHAN REFLEKSI
PASCA PRAKTIKUM
Kenal pasti masalah pembelajaran
Alat kajian tindakan
Cadangan penyelesaian isu pembelajaran
Merangsangkan budaya meneyelidik
Menggalakkan kemahiran berfikir
Menjadi guru luwes / fleksibel
Menambah keyakinan diri dari segi persediaan,
penyampaian dan penilaian

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 TUGASAN BENGKEL

Bincangkan faedah amalan

penulisan jurnal reflektif
kepada anda?

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 FAEDAH PENULISAN JURNAL
REFLEKTIF
Peluang untuk melihat amalan diri secara objektif
Sebagai alat untuk menyiasat dan
memperkembangkan falsafah pengajaran peribadi
Mempertimbangkan kesesuaian strategi
pengajaran yang digunakan
Membina BBM yang sesuai
Merancang tindakan susulan spt merancang
aktiviti pengayaan dan pemulihan
Menyelesaikan masalah atau isu secara
berperingkat-peringkat
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 OBJEKTIF
KAJIAN TINDAKAN
Memperkembangkan dan memperbaiki amalan-amalan
kendiri supaay berlaku pembelajaran sepanjang hayat
Mengkaji secara sistematik amalan-amalan kendiri dan
melaporkan dapatan berdasarkan bukti
Mengembangkan pengetahuan dan kefahaman praktikal
proses penyelidikan
Memperkembangkan pengetahuan profesional guru
Membawa perubahan dan menambahbaik amalan guru
Menjana dan menguji bentuk tindakan yang baru

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