Jurnal tentang kajian kes..

TITLE : PENGGUNAAN KOMPUTER DALAM PENGAJARAN-PEMBELAJARAN DALAM KALANGAN GURU SEKOLAH MENENGAH : SATU KAJIAN KES DI PULAU PINANG


Kajian ini telah ditulis oleh Abdul Wahab Ismail Ghani, Kamaliah Hj. Siarap dan Hasrina Mustafa. Di dalam kajian ini, terdapat tiga sekolah daerah Timur Laut Pulau Pinang telah di ambil sebagai sampel kajian. Kajian ini hanya disasarkan untuk guru-guru sekolah menengah tersebut iaitu SMK Datuk Hj. Mohd Nor Ahmad ( Gelugor ), SMK Bukit Gambir ( Bukit Gambir) dan SMK Abdullah Munshi ( Jalan P. Ramlee ). Laporan kajian menyatakan kaedah tinjauan yang digunakan sebagai metodologi iaitu borang soal selidik berstruktur digunakan sebagai instrumen utama kajian ini.

Selain dari itu, Teori Resapan Inovasi digunakan dalam laporan kajian ini untuk melihat tahap penggunaan komputer dalam pengajaran dan pembelajaran dalam kalangan guru, faktor-faktor yang mempengaruhi penggunaan komputer dalam proses P & P, serta melihat sikap guru terhadap sifat-sifat inovasi komputer. Dalam laporan kajian ini ada juga menyebut, Afifah Hamdzah (2005) memndapati beberapa faktor lain yang turut mempengaruhi penerimaan komputer seperti galakan dari pihak pengurusan, penyediaan kemudahan komputer yang mencukupi dan sokongan daripada rakan sekerja.

Terdapat banyak istilah dan maksud tersendiri mengenai penggunaan komputer dalam pengajaran dan pembelajaran contohnya dalam laporan kajian ini, menurut Gagne dan Briggs dalam Rosenburg (2000), komputer dapat digunakan sebagai media pembelajaran kerana komputer memiliki keistimewaan yang tidak dimiliki oleh media pembelajaran yang lain sebelum zaman komputer. Antara keistimewaan tersebut adalah hubungan interaktif, pengulangan dan maklum balas dan peneguhan. Bagi memastikan keberkesanan pengunaaan teknologi dalam proses P& P, ianya bergantung kepada keupayaan dan kebolehan yang ada pada guru-guru dan pelajar-pelajar tersebut.

Beberapa kajian telah dijalankan untuk mengkaji penggunaan komputer dalam pengajaran dan pembelajaran. Salah satunya adalah analisis antara jantina dan penggunaan komputer dalam P & P. Analisis menunjukkan kepada guru perempuan mencatatkan penggunaan yang terbanyak berbanding dengan guru lelaki. Kategori umur dan penggunaan komputer juga dianalisis. Keputusan menunjukkan responden yang berumur di antara 26-35 tahun merupakan kategori umur yang mencatat bilangan penggunaan yang tertinggi manakala responden yang berumur lebih daripaa 45 tahun paling kurang menggunakan komputer. Selain itu, matapelajaran Sains dan Matematik mencatatkan peratusan yang paling tinggi dalam penggunaan komputer berbanding dengan subjek lain.

Kajian juga menunjukkan tujuan utama responden menggunakan komputer adalah bagi menjadikan proses P & P lebih menarik. Di samping itu, faktor utama responden menggunakan komputer dalam P & P adalah disebabkan oleh keperluan akademik dan seterusnya didorong oleh minat. Bagi responden yang tidak menggunakan komputer, masalah utama mereka adalah disebabkan oleh kemudahan yang tidak mencukupi dan diikuti tidak bersedia untuk menggunakannya. Individu atau pihak yang bertanggungjawab untuk mendorong responden menggunakan komputer iaitu pihak sekolah, rakan sekerja, pegawai atasan (Kementerian,JPN,PPD), rakan sekerja dan ahli keluarga.

Ujian T-Test sampel bebas dijalankan ke atas jantina, umur, matapelajaran major terhadap penggunaan komputer. Keputusan menunjukkan bahawa tidak terdapat perbezaan yang signifikan antara jantina, umur dan matapelajaran major terhadap penggunaan komputer. Walaubagaimanapun, terdapat perhubungan yang signifikan antara pengetahuan, sikap, personaliti dan sokongan organisasi terhadap penggunaan komputer dalam P & P.

Kesimpulannya, faktor pengetahuan, sikap, personaliti guru dan sokongan organisasi amat mempengaruhi penerimaan dan penggunaan komputer dalam pengajaran dan pembelajaran dalam kalangan guru-guru. Manakala faktor demografi seperti jantina, umur dan matapelajaran major yang diajar tidak mempengaruhi penggunnaan komputer dalam pengajaran dan

Buku berkaitan dgn action research

Title : Action Research for Exemplary Science Teaching

Action research originated with Kurl Lewin, who states that action research is a method of inquiry.

There are two aspects of action research
(a) to bring about change
(b) to promote reflection among practitioners.

There are three models of action research

(a) Technical action research
- Involves a main researcher who identifies the research problem and proposes an intervention. The practitioner is involved in the implementation of the interventions and though collaborating in the research

(b) Practical action research
- Demands that the researcher and practitioner identify the research problem together and brainstorm the causes and possible interventions

(c) Emancipatory action research
- Demands practitioners working together as a group and collectively identifying problems and possible solutions

As a result of carrying out action research, we can describe the exemplary practices in teaching science. The action research model adopted is the practical action research model where the researcher and the practitioner identified the research problem together and brainstormed the possible reasons.

For example, the problem cropped when students did not understand concepts of float and sink, eclipse of the moon and the sun. Then what? The practitioner assumed that explaining these concepts by using simple charts was sufficient. But the take-home assignments and short tests clearly showed that the students could not grasp the concept of float and sink, and even the eclipse of the sun and the moon. The researcher and the practitioner interpreted information obtained from assignments and tests, identified critical information that needed to be addressed, rearranged information and tried to recall and relate the existing experience and problem solving.

Both practitioner and researcher analysed the situation technically, situationally, critically and contextually. Then, various propositions were made before finally evaluating metacognitively to expose the students to “hands-on experiments” and “computer based simulations”. In this action research both the researcher and the practitioner identified problems and tried to find ways to overcome them. It is important for students to understand the concept of float and sink. This is fundamental declarative knowledge. This inquiry process is definitely worth the time and effort and it is feasible within the time frame and the practitioner’s daily work. Then the researcher and practitioner developed a plan of action to implement new strategies.

The essential point to note in action research is to keep track of the actions carried out during each cycle. This would involve gathering of data which is manageable for the practitioner and researcher, analyzing and interpreting data to find solutions, answers, tentative explanations for occurrence of the events and of course evaluating the entire process. Evaluating the entire process would begin from the planning stage. The tracking process by itself gives some form of data to view holistically. All of the above mentioned sounds tedious and lengthy but in fact could be simplified and written in a journal or log book or perhaps a diary of day-to-day event.

Basically, when doing reflection focus on four simple questions: What are you practicing now? What do you intend to change? Why do you want a change? What are you expected targets? It is certainly useful for the researcher and practitioner to present their work to others just as it has been done here. Peer validation and the school management validation was continuously carried out as it would be useful for obtaining feedback and comments. This could be used to refine and make further adjustments to the action research process.

Survey research by telephone.. krinnnnnnnnnngggg

This title is quite famous since it tell us about the telephone… hmmmmmmmm.. did you know that the rise to prominence of surveys by telephone technology, improved telephone research procedures, and the nearly complete accessibility of any population via telephone.

Let’s think about…

Today’s increased demand for survey data means that greater attention to all facets of survey design, particularly respondent selection, is required. As survey results are being used more and more for precise estimates of population characteristics, rather than predicting “ballpark figures” or getting a sense” of dispositions, great care must be taken to select respondents in such a fashion that that each has the same chance of selection and that sampling error is minimized.
Currently, there is a wide variety of sampling designs in use for telephone surveys. These designs in use for telephone surveys. These designs vary in the extent to which they implement probability sampling procedures, depend on random number usage, utilize available lists such as the telephone directory or cross-reference directory, and depend on local telephone companies for information. These designs can be categorized into those that depend on the telephone directory or another available list as a sampling frame and those based on some version of random digit dialing.

However………………..

There are some factors that contributing to the increased use of telephone survey techniques:

1) the widespread distribution of telephone

2) the development of a wide array of research on all aspects of conducting telephone surveys

3) lowered acceptance of traditional methods

4) developments in telephone technology and telephone interview technology

article of action research

In this paper the authors argue that there are three modes of educational action research: emancipatory, practical, and knowledge generating. Furthermore, they suggest that much of action research, although predicated on notions of emancipatory research, is often not primarily emancipatory in nature. There are considerable risks involved when action research fails to adequately justify its truth claims because of a dependence on validities that primarily assess the emancipatory features of the research. Consequently, the authors propose that the various modes of action research require emphasis on different validities that are dependent on the purposes of the research. In doing this, they offer a reconceptualization of Anderson and Herr’s (1999) influential approach to validity in action research.

Before we go through…..

Let’s search about the origins and foundations of educational action research Educational action research owes much to Lewin (1946) and Collier (1945). Not only was the evocative prefix and prescription of “action” coupled with research by them in response to challenges they saw in improving group relations, but so, too, in the case of Lewin, was the form of research linked to schools, teachers, parents, and students. Out of Lewin’s advocacy of a hermeneutic process based on standards of practice and with his and Collier’s specific interests in the resolution of social, economic, and political injustices found in schools and other public institutions, a bridge between the worlds of research and philosophy was erected. Where Collier defined action research as participatory research in which the layperson defines a need and engages the structures that provide scaffolding, however, Lewin’s work arguably broke ground for critical approaches in research. As such, debates engaged by the body of critical theory have subsequently encompassed action research and its various progenies (see, for example, descriptions of debates over Habermasian and Gadamerian hermeneutics in the context of teacher research in Brown & Jones [2001] and more provocative social change advocated in the work of Freire [1970], Giroux [1998], and McLaren [1998] on critical pedagogy). Lewin’s (1946) work has emerged as the predominant representative of the concept, and his inclusion of schools as a key venue for action research means that school-based and teacher research that follows the structural requirements explored in Lewin’s writing, as well as the contributions of others to the development of the method, is its progeny.

Actually, there is a lot of action research that we found and we gonna choose one article that is Creative Expression as a Way of Knowing in Diabetes Adult Health Education. This is as an action research and we need to explore it……

This action research study explores the meaning-making process using forms of creative expression for eight women with insulin-dependent diabetes .The study is theoretically informed by arts-based ways of knowing and aspects of feminist poststructuralism, and explains the process of creativity used in the action research process. The fmdings center on the role of the created images and (a) the layered processes of meaning around those images as imaginai, individual, and social, (b) the images as embedded in other life contexts, and (c) how creative expression deconstructs and complements medical knowledge. Focusing on the construction of knowledge and the process of creative expression, the article highlights the importance of attending to creative expression as a way of knowing in adult and health education.

tEmAn tApi mEsRa...

Bismillah...

Assalamualaikum...

>>> " Teman tapi Mesra" itulah ungkapan yg sesuai bg kami..tp jgn ade yg slh faham pula yer..huhu!! sebelum kte berkenalan lbih lanjut dgn blogger ini, meh nk cite sdikit ttg blog nie...mst sume org plikkan nape 2 org combine stu blog nie...huhu!!
Sbnrnye blog ini merupakan blog kumpulan bagi untuk tutor asas pnyelidikan..kredit 2 Dr.Siti kerana di atas sokongan beliau dan 'tugasan' yg diberikan, maka tcipta la blog nie...hehe!! So, nnt la kalo de assigment or pape tugasan yg diberikan oleh Dr.Siti, kami juz post kat cni jer..dan Dr.Siti leh pantau scr maya shj...

Kami yang tdiri daripada 2 org iaitu femes dengan panggilan nun da monie (sila rujuk gmbr di ats)membuat keputusan untuk berada di dlm stu kumpulan..kami ni pelajar fakulti pendidikan UKM, major in math n minor in chem..so both of us, dh lme knal..skrg kami dh thn 3...so, kterg decide la nk grup sme2...ni bkn merupakan blog pertama kami, sbb de sbjek len ponm iaitu kaedh math pon nk kne wat blog jgak..tp utk blog 2 kterg bkn stu grup, grup len2...tp kalo sape nk usha blog 2...leh la tgk kat http://jgntakutmate.blogspot.com/ dan http://cikgucekgimath.blogspot.com .

okay lah..tanpa melengahkn mse..let's check it out!!!


Nama : Siti Mawarni Binti Zahari

Nama panggilan : monie

Asal : Bachok. Klate

Hobi : tengok wayang, tidoww

Cita-cita : cekgu

Feveret fud : tomyam kot, burger pon bley

Feveret movie : harry potter

Nama : Ainun Mardhiah binti Mohamad Noor

Nama panggilan : Nun

Asal : Golden Sand, Klate

Hobi : Makan, nyanyi, tido

Cita2 : Professor Math

Feveret Fud : semua jns masakn mak

Feveret movie : movie thriller, kisah cinta ak dan mu