research pembekalan mhs univ. pgri semarang[1]

8/16/2019 Research Pembekalan Mhs Univ. Pgri Semarang[1]

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BY

DR. SUWANDI M.Pd


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RESEARCH IS A SYSTEMATIC ATTEMPT TOPROVIDE ANSWERS TO QUESTIONS

RESEARCH IS A SCIENTIFIC WAY OFFINDING SOLUTION TO A PROBLEM


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A. RESEARCH IS DIRECTED TOWARD THE SOLUTIONOF A PROBLEM

B. RESEARCH EMPHASIZES THE DEVELOPMENT OFGENERALIZATION, PRINCIPLES, OR THEORIES

THAT WILL BE HELPFUL IN PREDICTING FUTUREOCCURANCES

C. RESEARCH INVOLVES GATHERING NEW DATAFROM PRIMARY OR FIRST HAND SOURCES ORUSING EXISTING DATA FOR A NEW PURPOSE

D. RESEARCH DEMANDS ACCURATE OBSERVATIONAND DESRCIPTION

E. RESEARCH IS BASED UPON OBSERVABLEEXPERIENCE OR EMPHIRICAL EVIDANCE


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A PROBLEM STATEMENT MUST HAVE THEFOLLOWING CHARACTERISTICS:

A.IT SHOULD ASK ABOUT A RELATIONSHIPBETWEEN TWO OR MORE VARIABLES

B.IT SHOULD BE STATED CLEARLY ANDUNAMBIGUOUSLY, USUALLY IN QUESTION FORMC.IT SHOUD BE TESTABLE BY EMPIRICAL

METHODS; THAT IS, IT SHOULD BE POSSIBLE TO COLLECT DATA TO ANSWER THE QUESTIONS

ASKEDD.IT SHOULD NOT REPRESENT A MORAL OR

ETHICAL POSITION


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. WHAT IS THE RELATIONSHIP BETWEEN I.Q.AND ACHIEVEMENT!

". DO STUDENTS LEARN MORE FROM ADIRECTIVE TEACHER OR A NONDIRECTIVE

TEACHER!

#. IS THERE A RELATIONSHIP BETWEEN RACIALBACKGROUND AND DROPOUT RATE!

$. WHAT IS THE RELATIONSHIP BETWEENROTE LEARNING ABILITY AND SOCIO%ECONOMIC STATUS!


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THE NEXT STEP AFTER THE SELECTION OF THEPROBLEM IS TO STATE A HYPOTHESIS. A HYPOTESIS, ASUGGESTED ANSWER TO A PROBLEM, HAS THEFOLLOWING CHARACTERISTICS:

. IT SHOULD CON&ECTURE'GUESS UPON ARELATIONSHIP BETWEEN TWO OR MORE VARIABLES.

". IT SHOULD BE STATED CLEARLY AND UNAMBIGUOUSLYIN THE FORM OF A DERCLARATIVE SENTENCE

#. IT SHOULD BE TESTABLE; THAT IS, IT SHOULD BE

POSSIBLE TO RESTATE IT IN AN OPERATIONAL FORM THAT CAN THEN BE EVALUATED BASED ON DATA


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. I.Q. AND ACHIEVEMENT ARE POSITIVELYRELATED

". DIRECTIVE TEACHERS ARE MORE EFFECTIVE THAN NONDIRECTIVE TEACHERS

#. THE DROPOUT RATE IS HIGHER FOR BLACKSTUDENTS THAN FOR WHITE STUDENTS

$. ERROR RATE IN A ROTE LEARNING TASK ANDSOCIOECONOMIC STATUS ARE INVERSELY

RELATED; THAT IS, MIDDLE%CLASS YOUNGSTERSMAKE FEWER ERRORS IN A ROTE LEARNING TASK THAN LOWER%CLASS YOUNGSTER


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EXPERIMENTS ARE CARRIED OUT IN ORDER TO EXPLORE THE STRENGTH OFRELATIONSHIP BETWEEN VARIABLES


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VARIABLES ARE THE CONDITIONS ORCHARACTERISTICS THAT THEEXPERIMENTER MANIPULATES, CONTROLS,OBSERVES


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INDEPENDENT VARIABLES ARE THECONDITIONS OR CHARACTERISTICS THAT

THE EXPERIMENTER MANIPULATES IN HISATTEMPT TO ASCERTAIN THEIR

RELATIONSHIP TO OBSERVED PHENOMENA


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DEPENDENT VARIABLES ARE THECONDITIONS OR CHARACTERISTICS THATAPPEAR, DISAPPEAR OR CHANGE AS THEEXPERIMENTER INTRODUCES, REMOVES, OR

CHANGES INDEPENDENT VARIABLES


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INDEPENDENT VARIABLES CAN BE APARTICULAR TEACHING METHOD, A TYPE OF

TEACHING MATERIAL, A REWARD, A PERIODOF EXPOSURE TO A PARTICULAR CONDITION


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DEPENDENT VARIABLES CAN BE A TESTSCORE, A NUMBER OF ERRORS, ORMEASURED SPEED IN PERFORMING A TASK.

THUS, THE DEPENDENT VARIABLES ARE THEMEASURED CHANGES IN PUPILPERFORMANCE ATTRIBUTABLE TO THEINFLUENCE OF THE INDEPENDENTVARIABLES


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ORGANISMIC VARIABLES ARE THOSECHARACTERISTICS THAT CAN NOT BEALTERED BY THE EXPERIMENTER, SUCHAGE, SEX, OR RACE.

THE QUESTION WHETHER EIGHT%YEAR OLDGIRLS SHOW GREATER READINGACHIEVEMENT THAN EIGHT%YEAR OLD BOYSPROVIDE AN AXAMPLE OF SEX, AS ANORGANISMIC VARIABLE


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INTERVENING VARIABLES ARE VARIABLES THAT INTERVENE BETWEEN THE CAUSE ANDEFFECT. THE VARIABLES CAN NOT BECONTROLLED OR MEASURED , SUCH AS

ANXIETY, FATIGUE, MOTIVATION.


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EXPERIMENTAL RESEARCH

EXPERIMENTS ARE CARRIED OUT IN ORDER TO EXPLORE THE STRENGTH OF THERELATIONSHIP BETWEEN VARIABLES


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IN AN EXPERIMENTAL STUDY, THEINVESTIGATOR DELIBERATELY MANIPULATES

THE INDEPENDENT VARIABLE IN ORDER TO

TEST THE EFFECT ON THE DEPENDENTVARIABLE


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EXPERIMENTAL DESIGN IS THE BLUE PRINT OF THE PROCEDURES THAT ENABLE THERESEARCHER TO TEST HIS HYPOTHESES BYREACHING VALID CONCLUSIONS ABOUT

RELATIONSHIPS BETWEEN INDEPENDENT ANDDEPENDENT VARIABLES

SYMBOLS USED IN EXP DESIGN

R( RANDOM SELECTION OF SUB&ECTS

X( EXPERIMENTAL VARIABLE C( CONTROL VARIABLE

O( OBSERVATION OR TEST


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. PRE%EXPERIMENTAL DESIGN". QUASI%EXPERIMENTAL DESIGN

#. TRUE EXPERIMENTAL DESIGN


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. THE ONE%SHOT CASE STUDY X O

". THE ONE%GROUP, PRETEST%POSTTESTDESIGN

O X O"

#. THE STATIC%GROUP COMPARISON DESIGN

X O

X O"


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. THE NONEQUIVALENT, PRETEST%POSTESTDESIGN

O X O"

O# O$

". THE EQUIVALENT%MATERIALS, SINGLE%GROUP, PRETEST%POSTTEST DESIGN

M) O X O"; M* O# C O$


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. THE POSTTEST%ONLY, EQUIVALENT%GROUPDESIGN

R X O

R O"

". PRE%TEST%POSTTEST EQUIVALENT%GROUPSDESIGN

R O X O"

R O# O$


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IT COVERS: ASSESSMENT: DESCRIBES THE STATUS OF A

PHENOMENON AT A PARTICULAR TIME EVALUATION: SCHOOL SURVEYS ARE USUALLY

EVALUATION STUDIES; EDUCATIONAL PRODUCTS

AND PROGRAMS ARE EXAMINED TO DETERMINE THEIR EFFECTIVENESS IN MEETINGOB&ECTIVENESS, OFTEN WITH RECOMMENDATIONSFOR CONSTRUCTIVE ACTION

DESCRIPTIVE RESEARCH : KNOWN ASNONEXPERIMENTAL RESEARCH, DEALS WITH THE

RELATIONSHIP BETWEEN VARIABLES, THE TESTINGOF HYPOTHESES, AND THE DEVELOPMENT OFGENERALIZATION, PRINCIPLES, OR THEORIES THATUNIVERSAL VALIDITY.


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ASSESSMENT:. THE SURVEY

". THE CASE STUDY

#.SOCIAL SURVEY$.PUBLIC%OPINION SURVEY

EVALUATION:

.NATIONAL ASSESSMENT OF EDUCATIONAL

PROGRESS". INTERNATIONAL ASSESSMENT


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DESCRIPTIVE RESEARCH SEEKS TO FIND THE ANSWERS TO QUESTIONS THROUGH THE ANALYSIS OF VARIABLERELATIONSHIPS. FOR EXMPL, EXCESSIVESPEED WERE ASSOCIATED WITH A HIGHPROPORTION OF FATAL ACCIDENTS.


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PRE%EXPERIMENT: MAY HAVE PRE% ANDPOSTTREATMENT TESTS, BUT LACKS ACONTROL GROUP

QUASI%EXPERIMENT: HAS BOTH PRE% AND

POSTTEST AND EXPERIMENTAL ANDCONTROL GROUPS, BUT NO RANDOMASSIGNMENT OF SUB&ECTS

TRUE EXPERIMENT: HAS BOTH PRE% AND

POSTTESTS, EXPERIMENTAL AND CONTROLGROUPS, AND RANDOM ASSIGNMENT OFSUB&ECTS


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CORRELATIONAL STUDIES ARE USUALLYINTENDED TO ANSWER THREE QUESTIONSABOUT TWO VARIABLES OR TWO SETS OFDATA.

FIRST: IS THERE A RELATIONSHIP BETWEEN THE TWO VARIABLES +OR SETS OF DATA! SECOND: WHAT IS THE DIRECTION OF THE

RELATIONSHIP! THIRD: WHAT IS THE MAGNITUDE!


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DO HIGH VALUES OF VARIABLE X TEND TOGO TOGETHER WITH HIGH VALUES OFVARIABLE Y. OR DO HIGH VALUES OF X GOWITH LOW VALUES OF Y. OR IS THERE SOME

COMPLEX RELATIONSHIP BETWEEN X AND Y,OR PERHAPS NO RELATIONSHIP AT ALL.


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TABLE THE LANGUAGE TEST SCORES AND THEIRSQUARES AND PRODUCTS

C-/012d3.

Scores on

C-45627280-+9

T6)8)/0-+

9² ² 9

< = ">? "== "==

# # @? @? @?" > $$ @$ ?@

$ < ?@ ">? "#>

= @ ""= "=@ "$

> ? @$ >


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Scores on

C-45627280-+9

T6)8)/0-+

9² ² 9

@ < "=@ ">? ">

= ? ""= #@ ">=

@ @ "=@ "=@ "=@

" < $$ ">? "$

@ " "=@ $$ ?"

$ ?@ $

? > > @$


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PEARSON PRODUCT-MOMENTCORRELATION COEFICIENT

r = N Σ xy-Σ x Σ y √{ N Σ x² -(Σ x)² }{ N Σ y²-Σ y² }

r = (20 x 3651) – (260 x 273)

√ {(20 x 3540) - 260² }{(20 x 3937) - 273² } 73020 - 70980

= √(70800 – 67600)(78740 – 74529) = 2040 2040 √3200 x 4211 = 3670.86 = 0.56


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IN REPORTING CORRELATIONS ONE HAS TOREPORT THE TEST USED, THE COOEFICIENT, THEDIRECTION OF THE CORRELATION +POSITIVE ORNEGATIVE , AND THE SIGNIFICANCE LEVEL +IFCONSIDERED APPROPRIATE. FOR EXPL: USING

THE PEARSON%PRODUCT MOMENTCORRELATION, A STATISTICALLY SIGNIFICANTCORRELATION WAS FOUND BETWEENSTUDENTS ATTENDANCE AT SCHOOL AND THEIREXAM PERFORMANCE +R( .>


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A E9)40)/0- - E087 -*2/02 /28/ 0/248 6-4 /72 UAN"< -6 SMP

G6)d2d R2)d0 -45627280- 29260828 0/7 )-45)0/28/8 -6 2)6 822 - SMP

S128/0-8 -6 )428 )d )/00/028 -6 )8808/0 /72 -12)626 - E087 0 E242/)6 87-- 2)6 $.

A//0/1d28, 4-/0)/0- )d 8-0- 1/16) )60)*28 0 E087-452/22: ) Q128/0-)062

S-42 8128/2d /270J128 )d )/00/028 -6 d22-50 120 85-2 E087 - SMA 8/1d2/8

G)428 )d C-/28/8 0 E087 L)1)2 T2)70 A A)808 - /72 E66-68 M)d2 * /72 E087 S/1d2/8 - IKIP

PGRI

T72 A556-560)/2288 - R2)d0 M)/260)8 -6 P-/270S/1d2/8 H07 F62J12 E66-68 M)d2 * T72 T706d S2428/26 S/1d2/8 -

/72 E087 D25)6/42/ - /72 F)1/ - L)1)2 Ed1)/0-IKIP PGRI S24)6)

research pembekalan mhs univ. pgri semarang[1]

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