M2-2: Rancangan dan Cadangan Penyelidikan Tindakan MTE3113: PENYELIDIKAN TINDAKAN

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1 M2-2: Rancangan dan Cadangan Penyelidikan Tindakan MTE3113: PENYELIDIKAN TINDAKAN

2 Kandungan Kuliah Rancangan dan cadangan PT Refleksi pengajaran Fokus / aspek amalan bagi penambahbaikan Soalan kajian Sumber literatur Subjek kajian Merancang pelan tindakan Mengumpul data Refleksi Jadual kerja Perbelanjaan Sumber rujukan

3 Hasil Pembelajaran Mengkaji proses penyelidikan tindakan Menerangkan tatacara menjalankan penyelidikan tindakan

4 Proses Penyelidikan

5 Cadangan Penyelidikan One's research is only as a good as one's proposal. An illconceived proposal dooms the project A high quality proposal, on the other hand, not only promises success for the project, but also impresses your Thesis Committee about your potential as a researcher.

6 Cadangan Penyelidikan Cadangan kajian bertujuan menyakinkan pihak lain tentang kepentingan kajian tindakan anda kompetensi diri anda dan Kesesuaian pelan tindakan anda

7 Cadangan Penyelidikan Cadangan kajian menjawab persoalan : Apakah yang ingin dicapai dalam kajian? Mengapakah anda ingin melaksanakan kajian tersebut? Bagaimanakah anda akan menjayakan kajian anda? Jean McNiff Action research is not only problem solving. It does mean problematising issues and engaging with them; questioning what is happening, and asking how it might be improved. The main point is to identify an area you wish to investigate, and be reasonably clear about why you wish to get involved.

8 Refleksi Pengajaran Pembelajaran Membuat refleksi p&p bagi mengenal pasti isu-isu keprihatinan dalam diri masalah-masalah praktis dalam bilik darjah inovasi pedagogi yang ingin diamalkan

9 Refleksi Pengajaran Pembelajaran Mendalami amalan kendiri andaian yang mendorong p&p kepercayaan diri tentang p&p nilai keguruan yang dipegang

10 Mencari Fokus Yang Relevan You need to be reasonably clear why you want to get involved. The reasons for our actions are often rooted in our values base, that is, the things we believe in and that drive our lives. The trouble is, we often work in situations where it is not possible to live in a way that is congruent with what we believe in. Action research is a way of working that helps us to identify the values that are important for our lives and to live in the direction of those values, that is, take them as the organising principles of our lives. Jean McNiff (2002)

11 Contoh Jurang Nilai-Amalan Since the early twentieth century not much has changed in our current education system, we still rely too heavily on expectations (objectives or aims), delivering curriculum content, and summative assessment strategies. We continually separate the instructional delivery of the lesson from the needs of children. Our purpose as educators is to create a meaningful learning experience for our students. One of the most important elements required for student achievement is the creation of an environment which supports investigation and problem solving through constructivist learning.

12 Fokus: Pedagogi Konstruktivisme Pelbagai isu dan aspek untuk penambahbaikan mungkin terhasil daripada refleksi pengajaran dan pembelajaran Pilih fokus kajian / isu keprihatinan yang penting serta relevan kepada pengkaji dan murid

13 Refleksi Sorotan Literatur Become familiar with other research done on your area of focus Utilize the findings of others to help develop your plan Apply research findings through the lens of others experience

14 Literatur tentang Konstruktivisme Learners control their learning. This simple truth lies at the heart of the constructivist approach to education...students must be permitted the freedom to think, to question, to reflect, and to interact with ideas, objects, and others in other words, to construct meaning (Brooks & Grennon Brooks, as cited in Auger & Rich (2007) pp ). Auger and Rich (2007, p. 42) classify constructivism as an approach that focuses on how people learn (e.g. discovery or uncovering) rather than just merely covering material, as teacher candidates are taught in Ontario through detailed lesson planning requirements.

15 Fokus Kajian Mengamalkan pendekatan konstruktivisme dalam kelas matematik bagi meningkatkan pencapaian matematik

16 Kesesuaian Fokus Kajian Empat kriteria penting Skop kajian? Kerelevanan? Kebolehtadbiran / kebolehurusan? Keserasian dengan tugas semasa?

17 Tinjauan Awal Masalah Kajian If you are in a situation where things are not as you would wish them to be, how can you show that situation so that other people can relate to what you are experiencing? How can you show what the situation was like, which made you resolve to do something about it? You need to gather data about the situation, and you can use a variety of methods for this journals, diaries, notes, audio and videotape recordings, surveys, attitude scales, pictures, and so on. You will compare this first set of data with later sets of data, to see whether there is any change and whether you can say that you have influenced the situation

18 Tinjauan Awal Masalah Kajian Pitt & Kirkwood (2007) When I first came to the grade 5/6 junior division classroom as a result of a mid-year opportunity to teach Mathematics, Science, and Physical Education, it became clear the existing institutional structures in place did not support a constructivist approach to learning. To answer the first research question quantitative data was gathered. The students were administered a sample grade equivalency test to determine the instructional level in Mathematics with results well below grade level. The grade 5 learner achievement average was 3.2 GE, while the grade 6 learner achievement average was 4.3 GE.

19 Objektif Kajian Pernyataan objektif kajian mesti jelas dan jitu To investigate whether or not a constructivist approach would improve learner achievement

20 The Ontario Action Researcher.(2007).Retrieved from: Soalan kajian yang diketengahkan oleh Pitt dan Kirkwood (2007) menjurus kepada dua aspek iaitu pencapaian matematik dan motivasi murid To investigate whether or not a constructivist approach would improve learner achievement we developed the following research questions: Would a constructivist classroom improve junior learner achievement in Mathematics? What is the impact of constructivism on learner motivation?

21 Contoh-Contoh Soalan Kajian How can I incorporate active learning strategies to improve the quality of learning in my Mathematics class? How can I make my pupils remember the multiplication facts? How does the use of calculators affect the mastery of computational skills of my Year Two pupils? What teaching strategies are effective in teaching Year Four word problems?

22 Kumpulan Sasaran Ciri-ciri demografi kumpulan sasaran perlu diperihalkan bilangan yang terlibat jantina prestasi akademik ciri-ciri unik cth masalah pembelajaran khas

23 Butiran Kumpulan Sasaran It is significant that 41% of the students in the class had learning exceptionalities and 28% of the students had transferred into the school within the last 12 months. In addition, many of the students who had achieved level 4 scores in grade 3 testing had left the school at the end of grade 4 in favour of attending a late-entry French immersion school.

24 Merancang Tindakan Jelaskan tindakan yang akan dilaksanakan cth memperincikan langkahlangkah dalam aktiviti p&p pembelajaran aktif menjelaskan rasional tindakan cth saranan model terpilih tempoh tindakan cth beberapa strategi untuk tempoh tertentu

25 Langkah-langkah Pengajaran For the purpose of this study a spiral model adapted from Kemmis and McTaggart as cited in Koshy (2005) was used. Against the backdrop of the cyclical process of shifting from thematic units to inquiry, the researcher employed the process as outlined by Short and Burke (1996, p ). Step 1 - The first step to improving student achievement through constructivism was to listen to what the children found interesting about Mathematics in mainstream schooling. Until this point, the students had not been provided with the level of choice necessary for student interest to develop as a starting point to address their learning needs. The students engaged in roundtable discussions..

26 Cara Mengumpul Data Pengumpulan data boleh dilakukan menggunakan pelbagai kaedah: Rekod anekdot Nota kerja lapangan Analisis dokumen Penulisan jurnal reflektif Pemerhatian Soal selidik Portfolio Log / catatan

27 Data Pitt & Kirkwood (2007) A grade equivalency test in Mathematics Teacher observations Evidence from parents Telephone calls Thank you letters Student absenteeism rates

28 Menganalisis Data Data analysis is the process of bringing order, structure, and meaning to the mass of collected data. It is a messy, ambiguous, time-consuming, creative, and fascinating process (Buku Panduan, ms 80)

29 Menganalisis Data Kaedah analisis data sesuai bagi setiap jenis data yang dikumpul Terdapat suatu perancangan bagi menganalisis data dengan sistematik

30 Perancangan Pelaksanaan Tindakan Jadual Pelaksanaan Tindakan mempastikan semua tindakan yang dirancang dapat dijalankan dengan licin dan sistematik After 3.5 months of using a Constructivist approach. Carta Gantt

31 Perancangan Pelaksanaan Tindakan Anggaran kos untuk menjayakan projek kajian tindakan juga perlu disediakan

32 Penulisan Ilmiah: Gaya APA Terdapat tatacara yang spesifik dalam penulisan ilmiah apabila merujuk penulisan yang telah diterbitkan The fifth step involved the questioning of my beliefs about my teaching practice (Brookfield, 1995). According to Delong, Black, and Wideman Sometimes the changes in student achievement are minuscule over the course of a year, but these changes are always of benefit (2005, p. 28).

33 Senarai Rujukan Di penghujung cadangan penyelidikan tindakan anda, anda perlu menyenaraikan semua sumber-sumber ilmiah yang telah anda rujuk Kegagalan berbuat demikian adalah satu kesalahan - plagiat References Anderson, G., Herr, K., and Nihlen, A.(2007). Studying Your Own School: An Educator s Guide To Practitioner Action Research. California: Corwin Press. Auger, W., and Rich, S. (2007). Curriculum Theory and Methods. Ontario: John Wiley & Sons Canada, Ltd. Brookfield, Stephen. (1995). Becoming a Critically Reflective Teacher. USA: Jossey-Bass. Carson, T., and Sumara, D. (1997). Action Research as a Living Practice. New York: Peter Lang Publishing.

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