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