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MTE3133: Penyelidikan Tindakan Rancangan dan Cadangan Penyelidikan Tindakan

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  • MTE3133: Penyelidikan Tindakan

    Rancangan dan Cadangan

    Penyelidikan Tindakan

  • Kandungan Kuliah

    Rancangan dan cadangan PT Konteks Refleksi pengajaran dan

    pembelajaran Fokus / aspek amalan bagi

    penambahbaikan Soalan kajian Sumber literatur Peserta kajian Merancang pelan tindakan Mengumpul data Refleksi : Analisis & huraian data Jadual kerja Perbelanjaan Sumber rujukan

  • Hasil Pembelajaran

    Mengkaji prosespenyelidikan tindakan

    Menerangkan tatacara menjalankan penyelidikan tindakan

  • Cadangan Penyelidikanhttp://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm

    One's research is only as a good as one's proposal. An ill-conceived proposal dooms the project

    A high quality proposal not only promises success for the project, but highlights your potential as a researcher.

  • Cadangan Penyelidikan

    Cadangan kajianbertujuan menyakinkanpihak lain tentang

    kepentingan kajiantindakan anda

    kompetensi diri anda dan

    kesesuaian pelantindakan anda

  • 1.0 PENDAHULUAN

    1.1 Pengenalan

    1.2 Refleksi Pengajaran

    dan Pembelajaran

    Menerangkan kontekskajian

    Sekolah

    Persekitaran pengajarandan pembelajaran

    Isi kandungan

  • 1.0 PENDAHULUAN

    1.1 Pengenalan

    1.2 Refleksi Pengajaran

    dan Pembelajaran

    Menghuraikanpengalaman P&P

    Isu-isu P&P yang dihadapi

    andaian, nilai pendidikandan kepercayaanterhadap P&P

    jurang antara nilaipendidikan & kepercayaan diri denganamalan P&P

  • Nilai Dalam Refleksi P&P

    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.

  • Mencari Fokus Yang Relevan

    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)

  • 2.0 FOKUS KAJIAN / ISU KEPRIHATINAN

    2.1 Isu fokus /Masalah Kajian

    Tinjauan dan Analisis

    Masalah

    Mengenal pasti danmenghuraikan isu fokus(pentingan kepada pengkajidan relevan kepada murid).

    Kriteria pemilihan isu fokus: Kebolehtadbiran

    Kepentingan

    Kebolehgunaan

    Kawalan

    Kolaborasi

    Kerelevanan kepada sekolah

  • Kesesuaian Fokus Kajian

    Kriteria penting

    Kebolehtadbiran - Skop kajian

    Kepentingan

    Kebolehgunaan

    Kawalan

    Kolaborasi

    Kerelevanan

  • 2.0 FOKUS KAJIAN / ISU KEPRIHATINAN

    2.1 Isu fokus /Masalah Kajian

    Tinjauan dan Analisis Masalah

    Memaparkan data sebenar berkaitan isufokus

    Pelbagai jenis data

    Membantu pembacamemahami isu fokus

    Menyakinkan pembacaisu fokus serius danperlu diberi perhatian

  • 2.0 FOKUS KAJIAN / ISU KEPRIHATINAN

    2.2 Tinjauan literatur

    Berkaitan dengan

    Isu Kajian

    Menghubungkaitartikel-artikelpenyelidikan dengan isufokus yang telah dikenalpasti

  • 3.0 OBJEKTIF & SOALAN KAJIAN

    Pernyataan objektifkajian tindakan dapatdinyatakan berasaskan3 perkara berikut

    fokus

    tindakan

    pencapaian tindakan

    Soalan kajian perlurelevan dengan objektifkajian

  • 3.0 OBJEKTIF & SOALAN KAJIAN

    Objektif kajian: meninjau bagaimana

    teknik MaHaBa dapatmembantu murid tahun 5 menguasai kemahiranoperasi bahagi nomborhingga enam digit dengansatu digit.

    mengenal pasti responmurid tahun 5 terhadappenggunaan teknikMaHaBa.

    Soalan kajian: Bagaimanakah teknik

    MaHaBa dapat membantumurid tahun 5 menguasaikemahiran operasi bahaginombor hingga enam digit dengan satu digit?

    Apakah respon muridtahun 5 terhadappenggunaan teknikMaHaBa dalam melakukanoperasi bahagi melibatkannombor hingga enam digit dengan satu digit?

  • 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?

  • 4.0 KUMPULAN SASARAN

    Huraian sasaran kajian Memerihalkan ciri-ciri responden seperti berikut:

    bilangan

    jantina

    prestasi akademik

    ciri-ciri unik yang lain

  • 5.0 TINDAKAN YANG DICADANGKAN

    5.1 Perancangan Tindakan

    Memperincikantindakan

    Aktiviti P&P

    Pemeringkatan aktiviti

    Langkah pelaksanaan

    Turutan aktiviti

    Tempoh pelaksanaan

    Penggunaan ABM

  • 6.0 PERANCANGAN KAEDAH MENGUMPUL DATA

    6.1 Kaedah Mengumpul Data

    Merancang kaedahpengumpulan data untuk menjawab soalankajian tindakan.

    Instrumen kajiantindakan dijelaskan dandilampirkan.

  • 6.0 PERANCANGAN KAEDAH MENGANALISIS DATA

    6.2 Kaedah Menganalisis Data

    Kaedah analisis data bagi semua jenis data yang dikumpul harusdijelaskan dengan teliti.

  • JADUAL KERJA & KOS KAJIAN

    6.3 Jadual Pelaksanaan / Carta Gantt

    6.4 Kos Kajian

    Menyediakan jadualpelaksanaan/cartaGantt .

    Menyediakan anggarankos kajian.

  • Perancangan Pelaksanaan Tindakan

    Jadual PelaksanaanTindakan mempastikansemua tindakan yang dirancang dapatdijalankan dengan licindan sistematik

    After 3.5 months of using a Constructivist approach .

    Carta Gantt

  • Perancangan Pelaksanaan Tindakan

    Anggaran kos untukmenjayakan projek kajiantindakan juga perludisediakan

  • Contoh Kajian Tindakan

    The Ontario Action Researcher.(2007).Retrieved from: http://www.nipissingu.ca/oar/index.htm

    http://www.nipissingu.ca/oar/index.htm

  • 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.

  • 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

  • Literatur 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 & Brooks, cited in Auger & Rich (2007), 40-43).

    Auger and Rich (2007) 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.

  • 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.

  • Objektif Kajian

    Pernyataan objektif kajianmesti jelas dan jitu

    To investigate whether or not a constructivist approach would help improve learner achievement

  • Soalan Kajian

    Soalan kajian yang diketengahkan oleh Pitt dan Kirkwood (2007) menjurus kepada duaaspek iaitu pencapaianmatematik dan motivasimurid

    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?

  • 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.

  • Tindakan

    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. 97-103).

    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 p