KURT LEWINS MODEL (1946)

Kurt Lewin
(1890-1947)
His approach involves a spiral of steps, each of
which is composed of a circle of planning, action
and fact-finding about the result of the action.
The first step then is to examine the idea carefully
in the light of the means available. Frequently
more fact-finding about the situation is required.
If this first period of planning is successful, two
items emerge:
namely, an overall plan of how to reach the
objective
secondly, a decision in regard to the first step
of action.


The next step is composed of a circle of planning,
executing, and reconnaissance or fact finding for
the purpose of evaluating the results of the
second step, and preparing the rational basis for
planning the third step, and for perhaps modifying
again the overall plan.
The approach, as presented, does take a fairly
sequential form and it is open to literal
interpretation.
It can also be argued that model itself places
insufficient emphasis on analysis at key points.
Elliott (1991) believed that the basic model allows
those who use it to assume that the general idea
can be fixed in advance, that reconnaissance is
merely fact-finding, and that implementation is
a fairly straightforward process.

STEPHEN KEMMISS MODEL (1983)
The process starts when
teacher make a reflection on a
certain issue of her T&L that
she wants to curb/solve.
Then, the teacher prepares a
suitable action plan for the
problem.
Next, teacher carries out the
plan & in the process of
carrying out / implementing it,
teacher need to observe the
progress of actions
undertaken.

Keseluruhan pelaksanaan ini
disifatkan sebagai Gelungan
Pertama (Cycle 1) dan jika
masalah itu tidak dapat diatasi,
maka guru bolehlah memulakan
proses semula ke Gelungan
Kedua (Cycle 2) sehinggalah
masalah itu diselesaikan.
Pada Gelungan Kedua guru
mesti mereflek dan membuat
adaptasi terhadap pelan
tindakan beliau.

Merancang
Pelajar menganggap bahawa sains adalah proses mengingat fakta
berbanding perasaan ingin tahu. Bagaimana guru dapat merangsang
perasaan ingin tahu dalam diri pelajar?

Bertindak
Memberikan soalan yang dapat menarik minat dan perhatian pelajar.

Memerhati
Rekod soalan dan jawapan untuk pemerhatian yang lebih terperinci. Catat
jangkaan.

Merefleksi
Persoalan guru diganggu oleh keperluan guru tersebut untuk mengawal
jangkaan pelajar.



Lingkaran pertama
(cycle 1)


Mengubah rancangan
Mengubah strategi menyoal untuk menggalakkan pelajar untuk
mencari jawapan sendiri. Matlamat yang sama masih diteruskan,
tetapi mengurangkan bilangan kawalan penyataan.

Bertindak
Mengurangkan penyataan kawalan dalam pelajaran.

Memerhati
Rekod soalan dan jawapan. Catat kesan-kesan yang diperhatikan
daripada tingkahlaku pelajar.

Merefleksi
Perasaan ingin tahu pelajar berkembang, tetapi tingkah laku mereka
semakin tidak dapat dikawal. Apa yang perlu guru lakukan?


Lingkaran kedua
(cycle 2)

DAVE EBBUTTS MODEL (1985)
Ebbutt suggest the
best way to describe
the process of action
research is to use a
series of consecutive
rounds where teacher
needs to provide the
possibility of
incorporating feedback
within and between
rounds of action.
JOHN ELLIOTTS MODEL (1992)
John Elliott (1991) define action research as a social
studies to improve the quality and action will be taken
against the state rather something.
The validity of a theory or hypothesis made is not
dependent on scientific research, but it is more
dependent on the effectiveness of the research in
helping people to have a variety of skills & able to act
wisely.
John Elliott agree with the concept of reflection circle of
Kemmis, but he said there was more action in the flow of
execution to get more support and information before
moving to the second circle.
Hence, Elliot had developed Kemmis model to enable a
more seamless flow between the levels found in the
process of action research.
JEAN MCNIFFS MODEL (2001)
McNiffs visual model aptly
depicts the researchers messy
way of thinking.

McNiff, Lomax and Whitehead
(2003) state:
The most useful models
represent the idea of
practice as non-linear,
showing that people are
unpredictable and
creative, and that life
seldom follows a
straightforward path.
(2003:p.59)

KELEBIHAN, KEKURANGAN & ASPEK YANG MENARIK: MODEL
PENYELIDIKAN OLEH JACK WHITEHEAD
KELEBIHAN KEKURANGAN ASPEK YANG MENARIK
Guru sendiri harus
memainkan
peranan utama
dalam kajian tindakan

Tidak mendapat komen
dan pandangan dari pihak
luar

Menyediakan skema
jawapan berbentuk
ungkapan

Fokus kepada rasa ingin
tahu berbentuk penyoalan
seperti How do I
improve? What I am
doing? untuk
memperoleh banyak
maklumat berguna
tentang masalah
pendidikan yang
dihadapi diri sendiri

Mengambil masa yang
agak panjang kerana
percuban demi percubaan
perlu dilakukan.
Dapat mempertingkatkan
taraf sosial pendidikan
dalam kehidupan manusia
akan datang
sambungan
KELEBIHAN KEKURANGAN ASPEK YANG MENARIK
Membantu guru lebih
memahami diri sendiri dan
perkembangan profesional
dirinya

Terlalu bergantung kepada
tahap komitmen guru

Masalah diselesaikan
menggunakan proses
penilaian kendiri
Menghasilkan guru yang
lebih berintegriti dan
berkualiti.

Guru harus peka kepada
setiap tingkah laku dan
peristiwa yang berlaku
kepada murid untuk
mendapatkan maklumat.

Langkah yang mudah iaitu
tidak menggunakan banyak
langkah - langkah yang
rumit.

Menghasilkan suasana PNP
yang lebih menarik dan
bermakna.

Guru dan murid akan saling
berinteraksi dan
berhubung komunikasi 2
hala