KONSEP KAJIAN TINDAKAN

Oleh: Anas Suray

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PLAN ACT OBSERVE REFLECT And then PLAN

(Kemmis, S. & McTaggart, R.)

 Action Research is a process through which teachers collaborate in evaluating their practice jointlyraise awareness of their personal theoryarticulate a shared conception of valuestry out new strategies to render the values expressed in their practice more consistent with the educational values they espouserecord their work in a form that is readily available to and understandable by other teachersand 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: Educators work best on problems they have identified for themselves Teachers and principals become more effective when encouraged to examine and assess their own work, and then consider ways of working differently Teachers and principals need time and space away from their daily routine to think deeply about their work Teachers and principals can provide help, support and encouragement by working collaboratively
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Action Research involves problem posing, not just problem solving. It does not start from a view of problems as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.
(Cathy Caro-Bruce on April 19, 2004 in support of the Florida Professional Development System Evaluation Protocol)
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Problem implies that there is something wrong, when what is meant in action research terms is that a problem is a definition of a need for change and describes how certain issues can be addressed
(Cunningham 1993:75)
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DEFINISI KAJIAN TINDAKAN

Ebbut (1985)

Mc Niff (1988) DEFINISI, KONSEP DAN CIRI-CIRI KAJIAN TINDAKAN

Kemmis & Mc Taggart (1988)

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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Ciri Utama Kajian Tindakan

Untuk menambahbaik keberkesanan amalan

Mengintegrasikan pengajaran dengan penyelidikan

Jurang antara yg diingini dengan amalan(Performance Gap) Wahana untuk Pembangunan Profesionalisme

KENAPA KAJIAN TINDAKAN?

Setting Naturalistik

Reflexive Teaching

Merealisasikan nilainilai pendidikan pengamal

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CIRI-CIRI KAJIAN TINDAKAN BERBENTUK KITARAN KOLABORASI KUALITATIF REFLEKSI RESPONSIF EMERGENT
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What is Not Action Research?

Action research is NOT library project where we learn more about a topic that interests us. It is NOT PROBLEM-SOLVING in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. about doing research on or about people, or finding all available information on a topic looking for the correct answers. about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students.

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EBBUT (1985)
Kajian tindakan merupakan suatu pengkajian yang sistematik oleh sekumpulan pengamal terhadap usahausaha untuk mengubah dan memperbaiki amalan pendidikan melalui tindakan praktis mereka sendiri serta refleksi terhadap kesan atau akibat tindakan tersebut.

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MCNIFF (1988)
Kajian tindakan sebagai satu pendekatan untuk memperbaiki atau meningkatkan kualiti pendidikan melalui perubahan dengan menggalakkan guru-guru menjadi lebih sedar tentang amalan mereka sendiri, menjadi kritis terhadap amalan-amalan tersebut dan bersedia untuk mengubahnya. Ianya melibatkan guru dalam inkuiri yang dijalankan oleh mereka serta melibatkan guru-guru lain secara bersama.
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KEMMIS DAN MCTAGGART (1988)

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

swampy lowland where situations

are confusing messes incapable of technical situation (1983, m.s. 42)

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DONALD SCHON
It is this entire process of reflectionin-action which is central to the art by which practitioners deal well with situations of uncertainty, instability, uniqueness, and value conflict. (1983, m.s.50)
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CHRIS DAY
Teacher development, if it to be effective, should be aimed at enhancing the capacity to understand ones own practice. (1992, m.s. 7)

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BRIDGET SOMEKH
the study of a social situation, involving the participants themselves as researchers, with a view to improving the quality of action within it. (1988, m.s. 164)

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JOHN ELLIOT
Action research improves practice by developing the practioners capacity for discrimination and judgement in particular, complex, human situations. (1991, m.s.52)

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JOHN ELLIOTT
It unifies inquiry, the improvement of performance and development of persons in their professional role. With respect to the latter it informs professional judgement and thereby develops practical wisdom, i.e. the capacity ot discern the right course of action when confronted with particular, complex and problematic state of affairs. (1991, m.s.52)
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 Action research is problem sensing and problem focused (Hart & Bond, 1995:52) And the researcher is involved in an immediate and direct way with the problem situation The intentions which underlie action are directed to a future state in which the real; comes closer to the ideal Geer (1990: 49) states that the gap between the ideal and the actual that policy problems emerge Those involved committed to the change because of their own involvement in planning for their future (Susman & Evered, 1978;Eden & Huxman, 1993)
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 AR is about taking action in the real world and a close examination of the effects of the action taken, thus it always involves intervention. Improvement and involvement to improve professional practice and to involve those concerned in the processes of change

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 Carr & Kemmis (1986:162) action research is a spiral of cycles not linear, and does not follow a series of stages. Dynamic process with research, action and evaluation interact in a way Elliot (1991) says that action, research and enquiry are not separate, sometimes indistinguishable, perhaps one of the strands more dominant Action research and evaluation research closely related (Lathlean & Farnish, 1984; Patton, 1990) Without evaluation not possible to assess the progress or redefine the problem May involve quantitative evaluation in infer cause and effect or qualitative evaluation
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JENIS-JENIS KAJIAN TINDAKAN

Lewin (1944)
Experimental, Empirical, Diagnostic, Participative

Halsey (1972)
Political AR, Social Science AR

Chamberlain (1988)
Partnership model, Supportive model, Separatist model

Holter & Schwartz-Barcott (1993)

Technical collaborative, Mutual collaborative, Enhancement

Hart & Bond (1995)

Experimental, organisational, profesionalising, empowering

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