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KONSEPKONSEPKAJIAN KAJIAN

TINDAKANTINDAKAN

Oleh: Anas SurayOleh: Anas Suray

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•PLANPLAN•ACTACT•OBSERVEOBSERVE•REFLECTREFLECT•And thenAnd then•PLANPLAN

(Kemmis, S. & McTaggart, R.)(Kemmis, S. & McTaggart, R.)

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• 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.

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Based on the following assumptions:Based on the following assumptions:

• Educators work best on problems they Educators work best on problems they have identified for themselves have identified for themselves

• Teachers and principals become more Teachers and principals become more effective when encouraged to examine effective when encouraged to examine and assess their own work, and then and assess their own work, and then consider ways of working differently consider ways of working differently

• Teachers and principals need time and Teachers and principals need time and space away from their daily routine to space away from their daily routine to think deeply about their work think deeply about their work

• Teachers and principals can provide Teachers and principals can provide help, support and encouragement by help, support and encouragement by working collaboratively working collaboratively

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

(Cathy Caro-Bruce on April 19, 2004(Cathy Caro-Bruce on April 19, 2004

in support of the Florida Professionalin support of the Florida Professional

Development System Evaluation Development System Evaluation Protocol)Protocol)

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

(Cunningham (Cunningham 1993:75)1993:75)

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DEFINISI, KONSEP DAN

CIRI-CIRI KAJIAN

TINDAKAN

DEFINISI KAJIAN TINDAKAN

Ebbut (1985)

Mc Niff (1988)

Kemmis & Mc Taggart (1988)

Ciri Utama Kajian Tindakan

Memperbaiki kualiti pendidikan melalui perubahan P&P

Melibatkan proses perkembangan profesional guru yang sistematik

Melibatkan analisis kritikal berkaitan tindakan dalam situasi P&P

Mengutamakan peningkatan dan penambahbaikan amalan sendiri

Memfokuskan masalah praktikal daripada teori

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KENAPA KAJIAN TINDAKAN?Wahana untuk

Pembangunan Profesionalisme

Jurang antara yg diingini dengan amalan(Performance Gap)

Reflexive Teaching

Setting Naturalistik

Merealisasikan nilai-nilai pendidikan pengamal

Untuk menambahbaik keberkesanan amalan

Mengintegrasikan pengajaran dengan penyelidikan

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CIRI-CIRI KAJIAN CIRI-CIRI KAJIAN TINDAKANTINDAKAN

•BERBENTUK KITARANBERBENTUK KITARAN•KOLABORASIKOLABORASI•KUALITATIFKUALITATIF•REFLEKSIREFLEKSI•RESPONSIFRESPONSIF•EMERGENTEMERGENT

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What is Not Action Research?What is Not Action Research?

• Action research is Action research is NOTNOT– library project where we learn more about library project where we learn more about

a topic that interests us. a topic that interests us. – It is It is NOT NOT PROBLEM-SOLVINGPROBLEM-SOLVING in the in the

sense of trying to find out what is wrong, sense of trying to find out what is wrong, but rather a quest for knowledge about but rather a quest for knowledge about how to how to improve. improve.

– about doing research about doing research on or about peopleon or about people, , or finding all available information on a or finding all available information on a topic looking for the correct answers. topic looking for the correct answers.

– about learning about learning why we do certain thingswhy we do certain things, , but rather how we can do things better. It but rather how we can do things better. It is about how we can change our is about how we can change our instruction to impact students.instruction to impact students.

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EBBUT (1985)EBBUT (1985)

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

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MCNIFF (1988)MCNIFF (1988)

““Kajian tindakan sebagai satu Kajian tindakan sebagai satu pendekatan untuk pendekatan untuk memperbaiki atau memperbaiki atau meningkatkan kualiti pendidikanmeningkatkan kualiti pendidikan melalui perubahan dengan melalui perubahan dengan menggalakkan guru-guru menjadi menggalakkan guru-guru menjadi lebih lebih sedar tentang amalan mereka sendirisedar tentang amalan mereka sendiri, , menjadi menjadi kritis terhadap amalan-amalankritis terhadap amalan-amalan tersebut dan tersebut dan bersedia untuk bersedia untuk mengubahnyamengubahnya. Ianya melibatkan guru . Ianya melibatkan guru dalam inkuiri yang dijalankan oleh dalam inkuiri yang dijalankan oleh mereka serta melibatkan guru-guru mereka serta melibatkan guru-guru lain secara bersama”.lain secara bersama”.

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KEMMIS DAN MCTAGGART KEMMIS DAN MCTAGGART (1988)(1988)

“ “ Kajian tindakan merupakan satu Kajian tindakan merupakan satu bentuk inkuiri refleksi kendiri yang bentuk inkuiri refleksi kendiri yang dilakukan dilakukan secara kolektifsecara kolektif, dilakukan , dilakukan oleh peserta yang oleh peserta yang berada dalam berada dalam sesuatu situasi sosialsesuatu situasi sosial bagi tujuan bagi tujuan meningkatkan kerasionalan dan meningkatkan kerasionalan dan keadilan amalan-amalan keadilan amalan-amalan kemasyarakatankemasyarakatan dan pendidikan dan pendidikan mereka sendiri, di samping mereka sendiri, di samping meningkatkan kefahaman merekameningkatkan kefahaman mereka tentang amalan itu serta situasi di tentang amalan itu serta situasi di mana amalan itu dilakukan”.mana amalan itu dilakukan”.

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DONALD SCHONDONALD SCHON

“ “ ……swampy lowland where swampy lowland where situations are confusing situations are confusing ‘messes’ incapable of ‘messes’ incapable of technical situation” (1983, technical situation” (1983, m.s. 42)m.s. 42)

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DONALD SCHONDONALD SCHON

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

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CHRIS DAY CHRIS DAY

““Teacher development, if it to Teacher development, if it to be effective, should be aimed be effective, should be aimed at enhancing the capacity to at enhancing the capacity to understand one’s own understand one’s own practice.”practice.”

(1992, m.s. 7)(1992, m.s. 7)

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BRIDGET SOMEKHBRIDGET SOMEKH

“ …“ …the study of a social the study of a social situation, involving the situation, involving the participants themselves as participants themselves as researchers, with a view to researchers, with a view to improving the quality of action improving the quality of action within it.” within it.”

(1988, m.s. 164)(1988, m.s. 164)

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JOHN ELLIOTJOHN ELLIOT

“ “ Action research improves Action research improves practice by developing the practice by developing the practioner’s capacity for practioner’s capacity for discrimination and judgement in discrimination and judgement in particular, complex, human particular, complex, human situations.” (1991, m.s.52)situations.” (1991, m.s.52)

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JOHN ELLIOTTJOHN ELLIOTT

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

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• Action research is “problem sensing and Action research is “problem sensing and problem focused” (Hart & Bond, 1995:52)problem focused” (Hart & Bond, 1995:52)

• And the researcher is involved in an immediate And the researcher is involved in an immediate and direct way with the problem situationand direct way with the problem situation

• The intentions which underlie action are The intentions which underlie action are directed to a future state in which the ‘real; directed to a future state in which the ‘real; comes closer to the ‘ ideal’comes closer to the ‘ ideal’

• Geer (1990: 49) states that the gap between Geer (1990: 49) states that the gap between the ideal and the actual that policy problems the ideal and the actual that policy problems emergeemerge

• Those involved committed to the change Those involved committed to the change because of their own involvement in planning because of their own involvement in planning for their future (Susman & Evered, 1978;Eden for their future (Susman & Evered, 1978;Eden & Huxman, 1993)& Huxman, 1993)

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• ““AR is “about taking action in the AR is “about taking action in the real world and a close examination real world and a close examination of the effects of the action taken, of the effects of the action taken, thus it always involves intervention”.thus it always involves intervention”.

• Improvement and involvement – to Improvement and involvement – to improve professional practice and to improve professional practice and to involve those concerned in the involve those concerned in the processes of changeprocesses of change

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• Carr & Kemmis (1986:162) action research Carr & Kemmis (1986:162) action research is “ a spiral of cycles” – not linear, and does is “ a spiral of cycles” – not linear, and does not follow a series of stages.not follow a series of stages.

• Dynamic process with research, action and Dynamic process with research, action and evaluation interact in a wayevaluation interact in a way

• Elliot (1991) says that action, research and Elliot (1991) says that action, research and enquiry are not separate, sometimes enquiry are not separate, sometimes indistinguishable, perhaps one of the indistinguishable, perhaps one of the strands more dominantstrands more dominant

• Action research and evaluation research Action research and evaluation research closely related (Lathlean & Farnish, 1984; closely related (Lathlean & Farnish, 1984; Patton, 1990)Patton, 1990)

• Without evaluation not possible to assess Without evaluation not possible to assess the progress or redefine the problemthe progress or redefine the problem

• May involve quantitative evaluation in infer May involve quantitative evaluation in infer cause and effect or qualitative evaluation cause and effect or qualitative evaluation

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JENIS-JENIS KAJIAN TINDAKANJENIS-JENIS KAJIAN TINDAKAN

• Lewin (1944)Lewin (1944)– Experimental, Empirical, Diagnostic, Experimental, Empirical, Diagnostic,

ParticipativeParticipative

• Halsey (1972)Halsey (1972)– Political AR, Social Science ARPolitical AR, Social Science AR

• Chamberlain (1988)Chamberlain (1988)– Partnership model, Supportive model, Partnership model, Supportive model,

Separatist modelSeparatist model

• Holter & Schwartz-Barcott (1993)Holter & Schwartz-Barcott (1993)– Technical collaborative, Mutual collaborative, Technical collaborative, Mutual collaborative,

EnhancementEnhancement

• Hart & Bond (1995)Hart & Bond (1995)– Experimental, organisational, profesionalising, Experimental, organisational, profesionalising,

empoweringempowering