2. 2
• PLANPLAN
• ACTACT
• OBSERVEOBSERVE
• REFLECTREFLECT
• And thenAnd then
• PLANPLAN
(Kemmis, S. & McTaggart, R.)(Kemmis, S. & McTaggart, R.)
3. 3
• 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.
4. 4
Based on the following assumptions:Based on the following assumptions:
• Educators work best on problems they haveEducators work best on problems they have
identified for themselvesidentified for themselves
• Teachers and principals become more effectiveTeachers and principals become more effective
when encouraged to examine and assess their ownwhen encouraged to examine and assess their own
work, and then consider ways of workingwork, and then consider ways of working
differentlydifferently
• Teachers and principals need time and space awayTeachers and principals need time and space away
from their daily routine to think deeply about theirfrom their daily routine to think deeply about their
workwork
• Teachers and principals can provide help, supportTeachers and principals can provide help, support
and encouragement by working collaborativelyand encouragement by working collaboratively
5. 5
Action Research involves problem posing, notAction Research involves problem posing, not
just problem solving. It does not start fromjust problem solving. It does not start from
a view of problems as pathologies. It isa view of problems as pathologies. It is
motivated by a quest to improve andmotivated by a quest to improve and
understand the world by changing it andunderstand the world by changing it and
learning how to improve it from the effectslearning how to improve it from the effects
of the changes made.of the 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 EvaluationDevelopment System Evaluation
Protocol)Protocol)
6. 6
Problem implies that there isProblem implies that there is
something wrong, when what issomething wrong, when what is
meant in action research termsmeant in action research terms
is that “a problem is a definitionis that “a problem is a definition
of a need for change andof a need for change and
describes how certain issues candescribes how certain issues can
be addressed”be addressed”
(Cunningham 1993:75)(Cunningham 1993:75)
7. 7
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
10. 10
What is Not Action Research?What is Not Action Research?
• Action research isAction research is NOTNOT
– library project where we learn more about alibrary project where we learn more about a
topic that interests us.topic that interests us.
– It isIt is NOTNOT PROBLEM-SOLVINGPROBLEM-SOLVING in the sensein the sense
of trying to find out what is wrong, but rather aof trying to find out what is wrong, but rather a
quest for knowledge about how toquest for knowledge about how to improve.improve.
– about doing researchabout doing research on or about peopleon or about people, or, or
finding all available information on a topicfinding all available information on a topic
looking for the correct answers.looking for the correct answers.
– about learningabout learning why we do certain thingswhy we do certain things, but, but
rather how we can do things better. It is aboutrather how we can do things better. It is about
how we can change our instruction to impacthow we can change our instruction to impact
students.students.
11. 11
EBBUT (1985)EBBUT (1985)
““ Kajian tindakan merupakan suatuKajian tindakan merupakan suatu
pengkajian yang sistematik olehpengkajian yang sistematik oleh
sekumpulan pengamal terhadap usaha-sekumpulan pengamal terhadap usaha-
usaha untukusaha untuk mengubah dan memperbaikimengubah dan memperbaiki
amalan pendidikan melalui tindakan praktisamalan pendidikan melalui tindakan praktis
mereka sendiri sertamereka sendiri serta refleksi terhadap kesanrefleksi terhadap kesan
atau akibat tindakan tersebutatau akibat tindakan tersebut”.”.
12. 12
MCNIFF (1988)MCNIFF (1988)
““Kajian tindakan sebagai satu pendekatanKajian tindakan sebagai satu pendekatan
untukuntuk memperbaiki atau meningkatkanmemperbaiki atau meningkatkan
kualiti pendidikankualiti pendidikan melalui perubahanmelalui perubahan
dengan menggalakkan guru-guru menjadidengan menggalakkan guru-guru menjadi
lebih sedar tentang amalan mereka sendirilebih sedar tentang amalan mereka sendiri,,
menjadimenjadi kritis terhadap amalan-amalankritis terhadap amalan-amalan
tersebut dantersebut dan bersedia untuk mengubahnyabersedia untuk mengubahnya..
Ianya melibatkan guru dalam inkuiri yangIanya melibatkan guru dalam inkuiri yang
dijalankan oleh mereka serta melibatkandijalankan oleh mereka serta melibatkan
guru-guru lain secara bersama”.guru-guru lain secara bersama”.
13. 13
KEMMIS DAN MCTAGGARTKEMMIS DAN MCTAGGART
(1988)(1988)
““ Kajian tindakan merupakan satu bentukKajian tindakan merupakan satu bentuk
inkuiri refleksi kendiri yang dilakukaninkuiri refleksi kendiri yang dilakukan
secara kolektifsecara kolektif, dilakukan oleh peserta yang, dilakukan oleh peserta yang
berada dalam sesuatu situasi sosialberada dalam sesuatu situasi sosial bagibagi
tujuantujuan meningkatkan kerasionalan danmeningkatkan kerasionalan dan
keadilan amalan-amalan kemasyarakatankeadilan amalan-amalan kemasyarakatan
dan pendidikan mereka sendiri, di sampingdan pendidikan mereka sendiri, di samping
meningkatkan kefahaman merekameningkatkan kefahaman mereka tentangtentang
amalan itu serta situasi di mana amalan ituamalan itu serta situasi di mana amalan itu
dilakukan”.dilakukan”.
14. 14
DONALD SCHONDONALD SCHON
““ ……swampy lowland where situationsswampy lowland where situations
are confusing ‘messes’ incapable ofare confusing ‘messes’ incapable of
technical situation” (1983, m.s. 42)technical situation” (1983, m.s. 42)
15. 15
DONALD SCHONDONALD SCHON
““ It is this entire process of reflection-It is this entire process of reflection-
in-action which is central to the ‘art’in-action which is central to the ‘art’
by which practitioners deal wellby which practitioners deal well
with situations of uncertainty,with situations of uncertainty,
instability, uniqueness, and valueinstability, uniqueness, and value
conflict.” (1983, m.s.50)conflict.” (1983, m.s.50)
16. 16
CHRIS DAYCHRIS DAY
““Teacher development, if it to beTeacher development, if it to be
effective, should be aimed ateffective, should be aimed at
enhancing the capacity to understandenhancing the capacity to understand
one’s own practice.”one’s own practice.”
(1992, m.s. 7)(1992, m.s. 7)
17. 17
BRIDGET SOMEKHBRIDGET SOMEKH
“ …“ …the study of a social situation,the study of a social situation,
involving the participants themselvesinvolving the participants themselves
as researchers, with a view toas researchers, with a view to
improving the quality of action withinimproving the quality of action within
it.”it.”
(1988, m.s. 164)(1988, m.s. 164)
18. 18
JOHN ELLIOTJOHN ELLIOT
““ Action research improves practice byAction research improves practice by
developing the practioner’s capacity fordeveloping the practioner’s capacity for
discrimination and judgement in particular,discrimination and judgement in particular,
complex, human situations.” (1991, m.s.52)complex, human situations.” (1991, m.s.52)
19. 19
JOHN ELLIOTTJOHN ELLIOTT
““It unifies inquiry, the improvement of performanceIt unifies inquiry, the improvement of performance
and development of persons in their professionaland development of persons in their professional
role. With respect to the latter it informsrole. With respect to the latter it informs
professional judgement and thereby developsprofessional judgement and thereby develops
practical wisdom, i.e. the capacity ot discern thepractical wisdom, i.e. the capacity ot discern the
right course of action when confronted withright course of action when confronted with
particular, complex and problematic state ofparticular, complex and problematic state of
affairs.” (1991, m.s.52)affairs.” (1991, m.s.52)
20. 20
• Action research is “problem sensing and problemAction research is “problem sensing and problem
focused” (Hart & Bond, 1995:52)focused” (Hart & Bond, 1995:52)
• And the researcher is involved in an immediate andAnd the researcher is involved in an immediate and
direct way with the problem situationdirect way with the problem situation
• The intentions which underlie action are directed to aThe intentions which underlie action are directed to a
future state in which the ‘real; comes closer to the ‘future state in which the ‘real; comes closer to the ‘
ideal’ideal’
• Geer (1990: 49) states that the gap between the idealGeer (1990: 49) states that the gap between the ideal
and the actual that policy problems emergeand the actual that policy problems emerge
• Those involved committed to the change because ofThose involved committed to the change because of
their own involvement in planning for their futuretheir own involvement in planning for their future
(Susman & Evered, 1978;Eden & Huxman, 1993)(Susman & Evered, 1978;Eden & Huxman, 1993)
21. 21
• ““AR is “about taking action in the real worldAR is “about taking action in the real world
and a close examination of the effects of theand a close examination of the effects of the
action taken, thus it always involvesaction taken, thus it always involves
intervention”.intervention”.
• Improvement and involvement – to improveImprovement and involvement – to improve
professional practice and to involve thoseprofessional practice and to involve those
concerned in the processes of changeconcerned in the processes of change
22. 22
• Carr & Kemmis (1986:162) action research is “ aCarr & Kemmis (1986:162) action research is “ a
spiral of cycles” – not linear, and does not follow aspiral of cycles” – not linear, and does not follow a
series of stages.series of stages.
• Dynamic process with research, action andDynamic process with research, action and
evaluation interact in a wayevaluation interact in a way
• Elliot (1991) says that action, research and enquiryElliot (1991) says that action, research and enquiry
are not separate, sometimes indistinguishable,are not separate, sometimes indistinguishable,
perhaps one of the strands more dominantperhaps one of the strands more dominant
• Action research and evaluation research closelyAction research and evaluation research closely
related (Lathlean & Farnish, 1984; Patton, 1990)related (Lathlean & Farnish, 1984; Patton, 1990)
• Without evaluation not possible to assess theWithout evaluation not possible to assess the
progress or redefine the problemprogress or redefine the problem
• May involve quantitative evaluation in infer causeMay involve quantitative evaluation in infer cause
and effect or qualitative evaluationand effect or qualitative evaluation
