METODOLOGI PENELITIAN PENDIDIKAN: ADAPTASI MASA …
Transcript of METODOLOGI PENELITIAN PENDIDIKAN: ADAPTASI MASA …
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METODOLOGI PENELITIAN PENDIDIKAN:
ADAPTASI MASA PANDEMI
Yuli RahmawatiUniversitas Negeri Jakarta
Program Studi S1 PGSD UNESAJum’at, 17 September 2021
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01. PENDAHULUAN
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Darurat dan Situasi
tidak normal
Adaptasi Penelitian dan Publikasi
Isu-isuPendidikan
Tantangan dan Peluang
Penelitian?
Karakteristik PGSD
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02. PENELITIAN PENDIDIKAN
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Resources
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Resources
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Terminologi
Paradigma
Penelitian
Metodologi
Metode/Teknik
Pengumpulan Data
Quality Standards/
Keabsahan Data
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• Framework atau cara pandang yang terdiri dari konsep-konsep dasar/key ideas
• Positivism, post-positivism, interpretivism, criticalism, postmodernism
RESEARCH
PARADIGM
• Rancangan garis besar/ overview proses dan tahapanpenelitian yang dilakukan untuk mengumpulkan, menganalisa, dan menginterpretasikan data penelitian
• Studi kasus, etnografi, action research, grounded theory, dll
METODOLOGI
• Teknik yang dilakukan untuk mengumpulkan data penelitian
• Wawancara, Kuisioner, Tes, Observasi, Reflektif JurnalMETODE
•Pengecekan keabsahan data
• Kriteria untuk menilai dan mengevaluasi penelitian
• Validitas, Reliabilitas, Trustworthiness, AuthenticityQUALITY STANDARDS
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Educational Research Paradigm
contextual (self)
understanding
ANTHROPOLOGY
ethics & vision
SOCIOLOGY & POLITICS
reasoning & expressing
THE ARTS
Positivism Interpretivism Criticalism Postmodernism Integralism1900s…………….1980s……............1990s.....……….2000s…………….2010s….
system transformation
INTEGRAL PHILOSOPHY
explain law-like
properties
NATURAL SCIENCES
(Taylor, 2009)
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Educational Research Paradigm Paradigm Epistemology Metodology Methods Quality Standards
KUANTITATIF (istilah yang umum digunakan)
Positivism
Post-positivist
Scientific, Objective,
Explainatory
Experiment,
Correlation. Survey.
Mixed-Methods
Test, Questionnaire,
Interview
Validity, Reliability, &
Triangulation
KUALITATIF (istilah yang umum digunakan)
Interpretivism Constructivist Case Study, Grounded
Theory, Ethnography,
Practical Action
Research
Interview,
Observation,
Reflective Journal,
Document Analysis
Trustworthiness
Authenticity
Criticalism Subjective Critical Action
research
Interview,
Observation,
Reflective Journal,
Reflections
Praxis
Pedagogical thoughtfulness
Postmodernism Pluralism Auto/ethnography Narrative Inquiry
Interview
Observation
polyvocality, verisimilitude
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Social, emotional,
physical activity and linguistic
growth
Communication in expressing
ideas
Creativity and quick learners
Collaboration
Primary Education
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Prinsip Penelitian
Desain dan konsep
Penelitian yang benar
Penelitian dalam Pembelajaran
Akses
Etika
Sederhana: Benar dan Menarik
Metode Pembelajaran
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Penelitian Pendidikan
• Online Learning, WFH, Metode Pembelajaran, Proses dan Hasil Belajar
Fokus Permasalahan:
• Solusi, Minat, dll
Tujuan Penelitian
• Kuantitatif, Kualitatif, Mixed Methods, RnD,PTK?
Jenis Penelitian
• Beban Akademik & Non Akademik, Akses, Fleksibel, dll
Kondisi Pandemik
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Tahapan Penelitian
• Fokus, Kontekstual, Menarik, Mudah Penentuan Masalah
• Relevansi, Pengalaman, Referensi (Jurnal, Buku, dll), Penelitian Sebelumnya
Penentuan Solusi
• Fokus, Menarik, Jelas, Jenis PenelitianPenentuan Judul
• Pertanyaan Penelitian• Kuantitatif, Kualitatif-PTK
Penentuan MetodePenelitian
• Rancangan Singkat vs ProposalDesain Penelitian
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Tahapan Penelitian
• Fokus, Kontekstual, Menarik, Mudah Penyusunan Langkah
Pembelajaran
• Relevansi, Pengalaman, Referensi (Jurnal, Buku, dll), Penelitian Sebelumnya
Penyusunan Instrumen
• Kuantitatif vs Kualitatif• Pertanyaan Penelitian
Analisis Data
• Laporan• Artikel
Publikasi
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Implementasi: Mulai Meneliti
Refleksi Kondisi
• Permasalahandan Solusi, Menarik, Mudah, Akses (online learning & metode)
Tahap Perencanaan
• Judul
• Pertanyaan Penelitian & Rancangan
• Sumber data & Instrumen (tugas, wawancara, kuisioner, tes), Partisipan (izin)
TahapPelaksanaan
• Pengambilan data (pembelajarandan hasil, atauhasil yang telahada)
• Teknis (kelas, kondisi, online)
Tahap Akhir
• Analisis (Grafik(jumlah/%), deskripsi/naratif)
• RefleksiPerbaikan
• Laporan/Artikel
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03. METODOLOGI PENELITIAN
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Klasifikasi Penelitian
•Action Research, Research and Development,
•& Evaluation Research
•Tujuan
•Kuantitatif, Kualitatif, Mixed-Methods
•Metodologi
Gay, Mills, Airasian (2012)
Lainnya…..
Design-Based Research &
Developmental Research
Basic dan Applied Kuantitatif dan Kualitatif
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Ide Penelitian Berbasis
Transformative Learning Values
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Transformative Learning Values
Cultural-Self Knowing
Relational Knowing
Critical Knowing
Visionary and Ethical
Knowing
Knowing in
Action
Taylor (2013)
Individu (Self)Society (Others)
Masa Depan(Future)
Tindakan(Action)
Critical Reflection
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Pembelajaran Inovatif dan Transformatif
Bermakna, kehidupan sehari-hari,
kontekstual, otentik
Peran siswa sebagai generasi masa
depan dan agen perubah
Meaningful Empowering
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Tahapan Pembelajaran
Stimulasi nilaimelalui foto,
gambar video, dll
Siswa distimulasi untuk dapat fokuspada masalah dilemma/konflik dan
memberikan solusi
1. Value Reflections
2. Problem Solving & Decision Making
3. Concept Integration
Penjelasan topik/materiyang relevan dan fokus
4. Project Development
Siswa mengembangkan proyeksebagai solusi masalah
5. Tranformation
Pemahaman konsepdan nilai
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• Deskripsi
• Rancangan Pembelajaran
• Penutup
UNJ-Labschool
Pembelajaran Empati
Implementasi pada 10 mata pelajaran
Proyek UNESCO: Learning for Empathy
Value Knowledge Education
(VaKE)
(Kohlberg, 1984; Vygostky,1978; Patry & Hoffman, 2004)
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Proyek UNESCO: SMP 41 Surabaya
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Proyek UNESCO: SMP 41 Surabaya
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Isu-isu, Nilai, Konsep Materi, HOTS, Literasi
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CONTOH: Cerita Dilema (Studi Kasus) dan STEAM Proyek (Solusi)
DETERGENTWASTEWATER TREATMENT PROJECT
Biji Nangka Pati Ubi Bekatul Kentang Nanas
Pati Singkong Kulit Pisang Tepung Maizena
PENGHISAP ASAP
PEMBUATAN PLASTIK BIODEGRADABLE
SMA 4 Tambun Bekasi
SMA Labschool CibuburSMA 59 Jakarta
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CONTOH: Cerita Dilema (Studi Kasus) dan STEAM Proyek (Solusi)SMA 5 Tangerang
Kapal dengan Bahan Bakar Ramah Lingkungan
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CONTOH: Cerita Dilema (Studi Kasus) dan Proyek (Solusi)SMA 4 Tambun Bekasi
Dilemmas Stories
Indonesia menghadapi tantangansebagainegara terbesar kedua yang
berkontribusi terhadap sampah plastik di dunia. Jumlah total sampah Indonesia
pada tahun 2019 akan mencapai 68 juta
ton sampah, sampah plastik diperkirakanakan mencapai 9,52 juta ton atau 14 persen dari total sampah. Dilemma
menceritakan penggunaan plastik dalamkemasan, termasuk penggunaan
styrofoam. Dilema melibatkan aspeklingkungan, ekonomi dalam masyarakat
dan keluarga.
Proyek STEAMProyek STEAM plastik Biodegradable
dikembangkan sebagai solusi daricerita dilema plastik,. Setiap
kelompok mencari sumber belajaryang berbeda (internet-jurnal, dll)
untuk mengetahui prosedur
pembuatan plastic biodegradable. Siswa menemukan penggunaan kulit
pisang, singkong, Chitosan (darilimbah shirmp) dll.
Students 'Engagement, 21st
Century skills, & Chemistry Literacy
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Dilema Polusi dan Alat Absorbansi Asap: SMAK 6 Penabur
Alat Absorbansi Asap Diskusi Kelompok
Desain AlatMonitoring Kemajuan Proyek
Siswa
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Dilema Bahan Bakar dan Proyek Energi Alternatif
SMA 106 Jakarta
(a) (b) (c)
(d) (e) (f)
Purpose
Value Reflection Problem Solving
Project Development Project Monitoringa. Kompor listrik sederhana
b. Kompor tenaga surya
c. Miniatur mobil listrik
d. Teko listrik sederhana
e. Kompor sederhana dengan bahan bakar biodiesel
f. Kompor sederhana dengan bahan bakar briket dari sekam padi
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Proyek Minyak Jelantah, SMA 77, Jakarta
• Cerita Dilema: Banana Crispy
dan Minyak Jelantah
• Reduksi Oksidasi
• Proyek Penjernihan Minyak,
Pembuatan Sabun, Lilin
Aromatik
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Cerita Dilema Kebun Binatang dan Proyek Perlindungan Hewan: SMP Boarding School Nurul Fikri- Pandemi
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Sharing: SMA Labschool Jakarta-Pandemi
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Integrasi Budaya: Etnopedagogy-Ethnoscience-Etnochemistry
Kelapa Hijau: Kehamilan
Cuka BaliKeris dan Jeruk
Nipis“Ngeyeuh Seuruh”
Dewi Sri: Padi Crocodile Bread Wayang: Puppet
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Integrasi Budaya
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Proyek Etnokimia, Poster, Drama, dll
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Mobile Learning-Etnopedagogy-Pandemi
Taliwang Chicken and Bulayak Satay, Lombok NTB
Betel leaf, Baduy
Dekke Naniura, Tapanuli
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Klasifikasi berdasarkan Metodologi
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PERBEDAAN KUANTITATIF KUALITATIF
FOKUS MASALAH
PENELITIAN
EXPLAINATION/
PENGGAMBARAN
PEMAHAMAN
KAJIAN PUSTAKA MAYOR MINOR
TUJUAN GENERALISASI, PENGUKURAN SPESIFIK, PENGALAMAN
PENGUMPULAN DATA ANGKA, JUMLAH BESAR DESKRIPSI/TEKS/GAMBAR, JUMLAH
KECIL/SEDIKIT
DATA ANALISIS DAN
INTERPRETASI
STATISTIK, DESKRIPTIF TREND ANALISIS TEKS/GAMBAR, MAKNA
PENYAJIAN DATA DAN
EVALUASI PENELITIAN
STANDAR DAN FIXED, OBJEKTIF FLEKSIBEL, EMERGING, SUBJEKTIF
Kuantitatif vs Kualitatif
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PENELITIAN KUANTITATIF
Karakteristik dan JenisPenelitian Kuantitatif Deskriptif Kuantitatif (Survey) & Penelitian
Korelasi
Peran Teori dan penelitian sebelumnya
Instrumen (Kuisioner atau Tes Hasil Belajar)
Jumlah Partisipan/Kelas
Online
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CONTOH: Survei
Analisis Aktivitas
Anak di luar sekolah
Wawancara orang tuaanak SD kelas 1-3
Hasil pada list aktivitasanak (%)
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CONTOH: Survei
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SURVEI
• Penelitian LingkunganPembelajaran (Learning Environment)
• Analisis lingkunganpembelajaran sains
• Satu instrumen (Kuisioner)-Valid
• Instrumen Constructivism Learning Environment Survey (CLES)
• Jurnal bereputasi• Pertimbangan kondisi tes dan
jumlah partisipan
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CONTOH: Instrumen (Kuisioner)
INSTRUMEN LINGKUNGAN PEMBELAJARAN
• Constructivism Learning Environment Survey (CLES)
• Questionnaire of Teacher Interaction (QTI)
• Science Learning Environment Inventory (SLEI)
• Computer Laboratory Environment Inventory (CLEI)
• The Distance Education Learning Environments Survey (DELES)
• Metacognitive Orientation Learning Environment Scale – Science (MOLES-S)
• Personalised Learning Environment Questionnaire (PLQ)
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CONTOH: Kuisioner CLES
Pembelajaran dengan metodekonstruktivisme
Kuisioner mengukur persepsisiswa terhadap lingkunganpembelajaran konstruktivisme
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CONTOH: Kuisioner CLES
5 Dimensi
• Personal Relevance, Uncertainty and Shared Control , Critical Voice and Student Negotiation
• 25 Pertanyaan
Kuisioner online
• Jumlah dan Kondisi pengisiankuisioner
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Learning Environment Research: An International Journal, Springer, Q2
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Learning Environment Research: An International Journal, Springer, Q2
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Profil Guru: Kuisioner QTI
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CONTOH: Korelasi
Penelitian Korelasi
• Hubungan Kreativitas denganHasil Belajar
Dua Instrumen
• Instrumen Torrens creativity (kuisioner valid) dan tes hasil belajar(valid)
Kondisi Pengumpulan Data (Online)
• Pertimbangan dengan jumlahpartisipan dan kondisi tes
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CONTOH: Korelasi
Penelitian Korelasi
• Hubungan Motivasi denganHasil Belajar Kimia Organik
Dua Instrumen
• Instrumen motivasi (kuisioner valid) dan tes hasil belajar (valid)
Kondisi Pengumpulan Data (Online)
• Pertimbangan dengan jumlahpartisipan dan kondisi tes
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CONTOH: Kuisioner dan Tes
Motivasi Academic Motivation Scale-Chemistry (AMSC), Liu, Ferrell, Barbera, Lewis, Chem. Educ. Res. Pract., 2017,18, 191-213 )
Berpikir Kritis The Danczak–Overton–Thompson Chemistry Critical Thinking Test or DOT test, Chem. Educ. Res. Pract., 2020,21, 62-78)
Tes Kinerja Performance assessment of Undergraduate Research Experiences (PURE) instrument , Harsh, Esteb, Maltese, Chem. Educ. Res. Pract., 2017,18, 472-485
Creative Problem Solving
The development of creative problem solving in chemistry (Wood, Chem. Educ. Res. Pract., 2006,7, 96-113)
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PENELITIAN KUALITATIF
Karakteristik PenelitianKualitatif
PemahamanMendalam
Participan (key informant)
Wawancara, reflektifjurnal, dokumen
Keterlibatan Guru
Peran Teori
Penelitian Kualitatif, Studi Kasus
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CONTOH: Studi Kasus-Kualitatif?
Analisis mental model guru pada konsep tekanan uap
85 guru diberikan tes (essay), kemudian 18 orang diinterview
Hasil pada deskripsi mental model khususnya pemahaman konsep
Keabsahan data dengan member checking
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CONTOH: Studi Kasus-Kualitatif?
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CONTOH: Studi Kasus-Kualitatif?
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CONTOH: Studi Kasus-Kualitatif?
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CONTOH: Critical Auto/etnography
Reflective Practice: International and
Multidisciplinary Perspectives, Taylor & Francis, Critical Auto/ethnography,Scopus Q1, SJR 0.49,
2015
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CONTOH: Critical Auto/etnography
Cultural Studies of Science Education, Critical
Auto/Ethnography, Scopus Q1, SJR 0.66, 2017
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CONTOH: Penelitian Mixed Methods
Proyek, Mixed-Methods, Scopus Q1, SJR 0.87, 1 thn, free, 2015
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CONTOH: Penelitian Mixed Methods
Kolaborasi, Mixed Methods, Scopus Q1, SJR 0.61, 2020
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CONTOH: Penelitian Mixed Methods
Pembuatan Instrumen, Mixed Methods, Scopus Q1, SJR 0.87, 2020
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Klasifikasi berdasarkan Tujuan
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is a systematic way for
teachers to discover
what works best in their
own classroom situation,
thus allowing informed
decisions about teaching (Mettetal, 2002)
Typically involves small-
scale investigative projects
in the teacher’s own
classroom (Richards and Lockhart , 1996)
is an activity that connects the
‘doing’ of teaching with the
‘questioning’ of research that can
be united if teachers are to
become contributors who shape
educational policy and define
effective classroom practice(Freeman, 1998)
PenelitianTindakan Kelas
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PenelitianTindakan Kelas
Penelitian Tindakan Kelas Masa Pandemik
Kuantitatif dan Kualitatif (dominan)
Model Penelitian Tindakan Kelas
Guru sebagai Peneliti
Fokus Penelitian
Waktu, Akses dan Siklus
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CONTOH: PenelitianTindakan Kelas
PTK Model Kemmis & Taggart
Siswa Sekolah Dasar, 6 kelas
Pelibatan siswa dalam mengelola pembelajarannya sendirimelalui timetable
Solusi: Kesempatan dalam melibatkan siswa
Kolaborasi guru dan siswa: desain, implementasi, dan refleksi jadwal/timetable siswa
Dampak student-centre
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CONTOH: PenelitianTindakan Kelas
Kriteria perbaikan
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Design Based Research (DBR)
A Systematic, but flexible methodology
aimed to improve educational practices
through iterative analysis, design,
development, based on collaboration
among researchers and practitioners in
real world settings and leading to
contextual-sensitive design principles
and theories (Wang & Hanafin, 2005)
Design, Test, Evaluate,
Reflect (Cycle)
Refinement of problems, Solution,
Methods, and Design Principles
(Reeves, 2006)
Kuantitatif dan Kualitatif
(dominan)
Design Experiments (Brown, 1992),
Design Research (Collins, Joseph, & Bielaczyc, 2004)
Educational Design Research (McKenney & Reeves, 2012)
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Design-Based Research and Technology-Enhanced
Learning Environments
(Wang and Hannafin, 2005)
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CONTOH: Design Based Research (DBR)
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CONTOH: Design Based Research (DBR)
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Research and Development (R&D)
The process of
researching consumer
needs and then
developing products to
fulfill those needs.
not to formulate or
test theory but to
develop effective
products for use in
schools
Publikasi pada dampak
penggunaan produk
Kuantitatif (Survei) dan
Kualitatif (Wawancara)
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Research and Development (R&D)
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CONTOH: Research and Development (R&D)
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CONTOH: Research and Development (R&D)
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Literature Review
Jenis Deskripsi
LiteratureReview
• Umum• Analisis Kualitatif
• Reputasi Sumber (Bias)• Tidak spesifik jenis penelitian (kuantitatif
atau kualitatif)
SystematicReview
• Spesifik• Memiliki pertanyaan spesifik
• Analisis Kualitatif• Reputasi Sumber
• Tidak spesifik jenis penelitian (kuantitatif
atau kualitatif)
Metaanalysis • Cek studi systematic review• Pengumpulan data dari penelitian
yang sama, untuk menganalisis hasil yang signifikan
• Analisis statistik
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CONTOH: Literature Review
Scopus Q3 ,SJR 0.37, free, 2018
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• Systematic Literature Review, Meta-Analysis
Contoh Penelitian
Judul Description
A Comparison of Children’s Reading on Paper
Versus Screen: A Meta-Analysis
• 39 studies, 30 articles (n = 1,812 children)
• Children’s story comprehension and vocabulary learning in
relation to medium (reading on paper versus on-screen)
• 1-8 years old
Children’s Creativity: A Theoretical Framework
and Systematic Review
• Three-dimensional taxonomy
• The recent literature (2006–2017, 184 studies)
• The principles of complex dynamic systems theory
A Systematic Review of Teacher–Child
Interactions With Multilingual Young Children
• Thirty-one studies were included.
• Multilingual children with low language proficiency in the
majority language and (b) hardly compared between
monolingual and multilingual children.
Review of Educational Research….H Index: 153, Q1, SJR: 5.97…..SAGE Publications Inc.
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A Systematic Review of Teacher–Child Interactions With
Multilingual Young Children
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04. PENUTUP
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PENUTUP
Penelitian dapat dilakukan dengan pertimbangan (konsep,jenispenelitian, akses, etika, fleksibilitas)
Penelitian pendidikan sebagai sarana peningkatan kualitaspembelajaran, kompetensi, dan refleksi diri
Penelitian yang sesuai konsep, sederhana, dan menarik, serta sesuai kondisi di lapangan
Tetap semangat dengan segala tantangan