Written by Ari Julianto
This time, I would like to discuss about the Action Research (Penelitian Tindakan). This research is the same as what I have posted in the title posting Penelitian Tindakan Kelas (TPK). Action research is one of those terms that we hear quite often in today’s educational circles. But just what does it mean? If you ask three people to define action research, you may find yourself with three different responses.
Typically, action research is undertaken in a school setting. It is a reflective process that allows for inquiry and discussion as components of the “research.” Action research can inform teachers about their practice and empower them to take leadership roles in their local teaching contexts. Mills (2003) provides the following definition of action research:
Action research is any systematic inquiry conducted by teacher researchers to gather information about the ways that their particular school operates, how they teach, and how well their students learn. The information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment and on educational practices in general, and improving student outcomes.
Action research is conducted by teachers and for teachers. It is small scale, contextualized, localized, and aimed at discovering, developing, or monitoring changes to practice. The defining features of action research also reflect the qualities of leaders in collaborative cultures of change. These qualities include a deep understanding of the organization, vision and insight, a quest for new knowledge, a desire for improved performance, self-reflective activity, and a willingness to effect change, Fullan (2000a, 2000b). This Digest discusses a framework for conducting action research and describes an action research study carried out in an elementary school Spanish program.
Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research, Ferrance (2000). Action research is the term which describes the integration of action (implementing a plan) with research (developing an understanding of the effectiveness of this implementation). The original concept is sometimes attributed to Kurt Lewin (1890–1947).
Action research is characterised as being:- integrated conducted as part of a teacher’s normal daily practice
- reflective a process which alternates between plan implementation and critical reflection
- flexible methods, data and interpretation are refined in the light of the understanding gained during the research process
- active a process designed to generate change in small steps
- relevant meets the needs of teachers and/or their students
- cyclical involving a number of cycles with each clarifying issue leading to a deeper understanding and more meaningful outcomes
- focused on a single issue of school improvement
- collaborative teachers and leaders working together to improve student outcomes
- planned an organised approach to answering a question
- learning simultaneous construction of new knowledge by teachers about their practice.
Mertler (2008) stated that teachers use action research because:
1. it deals with their own problems, not someone else’s
2. it can start now—or whenever they are ready—providing immediate results
3. action research provides them with opportunities to better understand, and therefore improve, their educational practices
4. as a process, action research promotes the building of stronger relationships among staff
5. importantly, action research provides educators with alternative ways of viewing and approaching educational questions providing a new way of examining their own practices.
Types of Action Research
Ferrance (2000) stated that types of action research can be
a. Individual teacher research usually focuses on a single issue in the classroom. The teacher may be seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning. Teachers may have support of their supervisor or principal, an instructor for a course they are taking, or parents.
b. Collaborative action research may include as few as two teachers or a group of several teachers and others interested in addressing a classroom or department issue. This issue may involve one classroom or a common problem shared by many classrooms.
c. School-wide research focuses on issues common to all. For example, a school may have a concern about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways. Or, the school may be looking to address its organizational and decision-making structures.
d. District-wide research is far more complex and utilizes more resources, but the rewards can be great. Issues can be organizational, community-based, performance-based, or processes for decision-making.
Steps in Action Research
Within all the definitions of action research, there are four basic themes: empowerment of participants, collaboration through participation, acquisition of knowledge, and social change. In conducting action research, we structure routines for continuous confrontation with data on the health of a school community. These routines are loosely guided by movement through five phases of inquiry:
1. Identification of problem area
There are several criteria to consider before investing the time and effort in “researching” a problem.
• be a higher-order question—not a yes/no
• be stated in common language, avoiding jargon
• be concise
• be meaningful
• not already have an answer
2. Collection and organization of data
The collection of data is an important step in deciding what action needs to be taken. Multiple sources of data are used to better understand the scope of happenings in the classroom or school. There are many vehicles for collection of data:
interviews portfolios diaries field notes audio tapes photos memos questionnaires focus groups anecdotal records checklists journals individual files logs of meetings videotapes case studies surveys records – tests, report cards, attendance self-assessment samples of student work, projects, performances
3. Interpretation of data
Analyze and identify major themes. Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data. Some of the data are quantifiable and can be analyzed without the use of statistics or technical assistance. Other data, such as opinions, attitudes or checklists, may be summarized in table form. Data that are not quantifiable can be reviewed holistically and important elements or themes can be noted.
4. Action based on data
Using the information from the data collection and review of current literature, design a plan of action that will allow you to make a change and to study that change. It is important that only one variable be altered. As with any experiment, if several changes are made at once, it will be difficult to determine which action is responsible for the outcome. While the new technique is being implemented, continue to document and collect data on performance.
5. Reflection
Assess the effects of the intervention to determine if improvement has occurred. If there is improvement, do the data clearly provide the supporting evidence? If no, what changes can be made to the actions to elicit better results?
References
Ferrance, Eileen. Action Research.New York: Northeast and Islands Regional Educational Laboratory At Brown University.
Fullan, M. (2000a). Change forces. The sequel. Philadelphia: Falmer Press.
Fullan, M. (2000b). Leadership for the twenty-first century: Breaking the bonds of dependency. In The Jossey-Bass reader on educational leadership (pp. 156-63). San Francisco: Jossey-Bass.
Mertler, C.A. & Charles, C.M., (2008) Introduction to education research, 6th Edition, Allyn & Bacon, Boston, Mass, page 308.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall.
