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MTE3133: Penyelidikan Tindakan Penulisan Artikel Penyelidikan Tindakan

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MTE3133: Penyelidikan Tindakan

Penulisan Artikel

Penyelidikan Tindakan

Penulisan artikel

• Abstract

• Konteks

• Fokus kajian

• Pelan tindakan

• Pelaksanaan pelan tindakan

• Kaedah pengumpulan data

• Analisis dan huraian data

• Refleksi dan implikasi

• Tindakan susulan

• Sumber rujukan

Abstrak

• Abstrak memberi ringkasan terperinci untuk membantu pembaca membuat rumusan terhadap kandungan kajian. Abstrak yang baik perlu tepat, lengkap, ringkas dan spesifik serta tidak membuat penilaian tetapi setakat melaporkan (Chow & Jaizah, 2011).

• Biasanya, abstrak tidak melebihi 250 patah perkataan dan perlu melaporkan tentang – tujuan kajian

– kaedah (sampel, cara pengumpulan data, instrumen kajian)

– keputusan kajian

– rumusan

Contoh Abstrak Fatin Nadiah (2014)

Kajian tindakan ini adalah untuk menguji keberkesanan teknik MelodiBundar bagi membantu murid-murid Tahun 2 memahami dan menguasaikemahiran membundar nombor bulat. Seramai enam orang murid dari kelas2 Arked telah dipilih sebagai peserta kajian yang terdiri daripada tiga oranglelaki dan tiga orang perempuan. Pemilihan peserta adalah berdasarkanpemerolehan markah terendah dalam ujian yang diberikan. Data telahdikumpulkan melalui ujian sebelum dan selepas intervensi, pemerhatian, soal selidik serta penelitian dokumen. Berdasarkan hasil analisis data yang diperolehi, didapati terdapat peningkatan markah antara ujian sebelum danselepas intervensi. Melalui analisis catatan nota lapangan dan soal selidikjuga, didapati murid menunjukkan reaksi positif terhadap teknik MelodiBundar. Ini kerana, terdapat perubahan tingkah laku ke arah yang lebih baikdan memberangsangkan. Keputusan kajian menunjukkan penggunaanMelodi Bundar sangat berkesan dalam membantu murid-murid menguasaikemahiran membundar nombor bulat dengan baik. Kesimpulannya, teknikMelodi Bundar dapat membantu untuk menjawab soalan bundar denganmudah dan meningkatkan minat mereka terhadap subjek in

Felman & Tarin Weiss http://www.delsea.k12.nj.us/academic/mediacenter/hs/ActionResearchReport.htm

• There are five structural elements for an action research report.

• Although these elements will be described in a particular order, they need not be that way in your report.

Konteks / The Context

• The first element of the action research report is a description of the context within which the action research took place.

• Depending on the project that you do, the locus of the context can be your classroom, your school, or your school district.

• The physical description of the setting is important.

• Other aspects of the context– description of parents or

pupils

– important features of the schools

– salient features of the geographical area

Descriptions of Context

• There were nine boys in the class but the majority of them were not putting in sufficient effort into their work. Two of them were extremely problematic in my class. Alex (to protect the identity of my students, Western names have deliberately been used as pseudonyms) had a reputation among his classmates as someone intelligent but lacking in effort.

• His class attendance was good but he did not seem able to pay full attention in class. His class work was also behind schedule and after being advised numerous times, he was sent for academic counselling.Lee, W.H. (2010). Angels & Devils: The two faces of my PISMP students

Statement and Origin of your Research Focus

• The statement of your research focus should answer the following questions:

– What did you investigate?

– What have you attempted to accomplish in this study?

– What have been your goals?

– How did the idea originate?

• Include what you learned from reading the research literature that informed your study.

Fokus Kajian / Research Focus

• The idea for an intervention came from the realisation that perhaps, the overly individualistic and competitive environment that I had created was not getting an optimal response from the students.

• Seeing that Calculus was a very academic content area, I had emphasised a very direct, content-oriented pedagogical approach where individual practice was the gold standard of class performance.

Fokus Kajian / Research Focus

• Seeing that it was not bearing results, I turned to cooperative learningbecause “the synergy generated in cooperative settings generates more motivation than do individualistic, competitive environments …. The members of cooperative groups learn from one another” (Joyce, Weil & Calhoun, 2009, p. 268).

• Thus, a decision was made to form dyads on the basis of students’ test scores. Furthermore, Johnson and Johnson (1991) have asserted that “by working cooperatively within math classes, students gain confidence in their individual math abilities (p. 10).

Pelaksanaan Pelan Tindakan / Methods

• Focus on how you investigated your practices situation.– Describe what you did and

why?

– What sort of data did you collect?

– How did you collect the date?

– What successes or difficulties did you have in carrying out this action research?

Pelaksanaan tindakan

• Upon closer scrutiny of the test scores, I found that the girls (mean=16.9) were outscoring the boys (mean=10.7) so an additional constraint I had to handle was to ensure boys were not paired with boys as I would then have no one to lead the learning. Fortunately, when students were paired on the basis of test scores, there were only two all boys pairs.

• One was led by James, who was a high achiever and very capable of leading the pair while the other comprised both above average boys, whom I knew would take their work seriously. Most importantly, Alex and Bryan were each paired with a high performing girl. Hence, by and large, I formed dyads with my angels tutoring the devils in my class.

Kaedah Pengumpulan Data

• A variety of data was collected and analysed to evaluate the effectiveness of the actions taken.– Another formative test

was given after the students had started working as pairs.

Four weeks after the dyads were formed, students were also asked to reflect upon their involvement in the dyads and write an open reflective essay based on those reflections.

– Besides the reflective essays, efforts were also taken to gain a deeper understanding of what it was like to be a part of the learning dyads. In order to gain such insights, focus group discussions were conducted with selected mentors and mentees.

Analisis & Huraian / Findings

• The fourth element states what it was that you accomplished and / or found out.

• All action research projects involve actions so therefore there are effects of those actions.

• Every action research project results in the teacher coming to a new understanding of his or her own educational situation.

• Therefore, each report should contain some description of what it was that you learned.

• Make sure to include any events, circumstances or data that contradict what you had hoped to do or find out.

Findings: Maths Performance

• A closer look at the data indicates that Bryan was the lowest performing student while Alex remained in the lowest performing band. Two other girls, Diana and Elena had also consistently remained among the lowest scorers in all three tests.

• Thus, although the overall test scores improved, the weaker students remained weak and this was a matter of concern since the dyads had apparently had little effects on the weak students.

Findings: Learning Relationships

• This emphasis on sharing over teaching can also be seen in Jill’s reflections:– We really help each other as

sometimes, I understand more than him but for other questions, he understands more, then we share and learn together. It is really helping us.

• Such flexibility in the learning relationships seem to be very fruitful and were frequently detected among pairs where the differences in performance were not great. Under those circumstances, students were not constrained by the explicitly designated roles and thus, simply enjoyed the freedom to learn from one another.

Findings: Lived Experiences

• The decision to speak to mentors and mentees at different times was taken to give students the freedom to comment on their partnerships without being held back by their partners’ presence.

• These discussions were very informative and revealed to me the extent of the students’ efforts in making the dyads a success as well as the challenges they faced.

• Surprisingly, the mentor-mentee relationship was carried far beyond the classroom walls. Angela reported that when the examinations were near, Peter had requested for help and she had happily obliged him by conducting “tuition” over three days.

• Janet had two mentees and she had, on her own accord, arranged two-hour tuition sessions for her mentees. In all, she conducted 3-4 tuition classes for her mentees.

Implications

• Implications could be a statement of how participation in an AR has affected the ways in which you look at your teaching, your students, or your school.

• Do you see the educational world differently now, and how will that affect what it is that you will do next?

• Finally, include a paragraph describing the next step of this research. Is it complete? Is there another scenario you wish to research?

• Explain how you would continue action research following up on this study or developing a new idea.

Refleksi & Implikasi

• What started out as a small experiment turned out to be an enriching experience. Although I had taught these students for the previous two semesters, it was only in the third semester when this little experiment was conducted that I really got to know some of them as learners. As Shulman (1987) proposed, knowing students as learners is an important form of teacher knowledge. Having heard their voices, this semester, I decided to conduct more group rather than pair work.

• However, lessons drawn from the experiment were utilised. My six groups are now helmed by six boys, who are devils no more. Having been the mentees, I now give them leadership positions, which, hopefully, will enable them to take greater ownership for their learning. I believe that continuing to engage them in student-centered pedagogical experiences will further support the transformation of their selves that I had witnessed over the six weeks.

Tindakan Susulan / Closing Remarks

• In this brief investigation into my own classroom, I have enhanced my self knowledge and have been able to take away with me some (simple) ideas as I continue my journey with my angels and, dare I say it, my reformed devils.

• There may be insufficient evidence to say they have been become better students but I, the researcher, have definitely benefitted from the research, both personally and professionally. For that reason alone, the time spent investigating and thinking about my teaching has been time well-spent.

Rujukan / References