Metodologi penelitian pendidikan

1. CAPTER 1
Perception of Research
DEFINITIONS OF RESEARCH
According to George J. Mouly He defines research as, “The
systematic and scholarly application of the scientific method
interpreted in its broader sense, to the solution of social
studiesal problems; conversely, any systematic study designed
to promote the development of social studies as a science can
be considered research.

2. GENERAL CHARACTERISTICS OF RESEARCH
The following characteristics may be gathered from the
definitions of ‘Research
1. It gathers new knowledge or data from primary or first-
hand sources.
2. It places emphasis upon the discovery of general
principles.
3. It is an exact systematic and accurate investigation.
4. It uses certain valid data gathering devices.
5. It is logical and objective.

3. OBJECTIVES OF RESEARCH
The research has the following three objectives:
1. Theoretical objective
2. Factual objective and
3. Application objective.

4. TYPES OF RESEARCH
There are three types of objectives of research: theoretical,
factual and application. The first two types of objectives of
research contribute new knowledge in the form of new theory and
facts in a particular field of study or discipline. The third objective
does not contribute to knowledge but suggests new application
for practical problems. Thus, the researches are classified broadly
into two categories:
1. Fundamental or Basic research, and
2. Action research or Applied research.

5. Chapter 2
Assortment of Problem
IDENTIFICATION OF A PROBLEM
The identification and analysing a research problem is
the first and most crucial step of research process. A
problem can not be solved effectively unless a
researcher possesses the intellect and insight to isolate
and understand the specific factors giving rise to the
difficulty.

6. CHARACTERISTICS OF A PROBLEM
1. Relationship between Variables
2. The Problem is Stated in Question Form
3. Empirical Testability
4. Avoidance of Moral or Ethical Judgements

7. DELIMITING A PROBLEM
Delimiting a problem is very important. A study should be delimited by the following aspects:
1. A study should be delimited to certain variables that should be mentioned clearly in the problem.
2. The study is delimited to the area or level as primary level, secondary level, college or university level.
3. Again study is delimited to size of sample. Considering the time, energy and money, but it should be a
representative.
4. Method of Research: A Problem or study may be conducted by different methods but it is not
possible. Therefore, the best method should be used so that the study should be delimited to the
method only.
5. Measuring Instrument: In behavioural science number of instruments are available but all tools can
not be used to measure Thus the best available tool will be used for measuring the variable.

8. 1. Before the proposed research problem can be considered appropriate,
several searching questions should be rasied.
2. Is the problem significant? Is an important principle involved ? Would the
solution make any difference as far as educational hero and practice are
concerned? If not, there are undoubtedly more significant problems waiting to
be investigated.
3. Is the problem a new one? Is the answer already available? Ignorance of
prior studies may lead a student to need spend less time on a problem
already investigated by some other
worker.
EVALUATING THE PROBLEM

9. Chapter 3
Appraise of Related Literature
MEANING OF REVIEW OF LITERATURE
The phrase ‘review of literature’ consists of two words: Review and Literature.
The word ‘literature’ has conveyed different meaning from the traditional
meaning. It is used with reference to the languages e.g. Hindi literature,
English literature, Sanskrit literature. It includes a subject content: prose,
poetry, dramas, novels, stories etc. Here in research methodology the term
literature refers to the knowledge of a particular area of investigation of any
discipline which includes theoretical, practical and its research studies.

10. OBJECTIVES OF REVIEW OF LITERATURE
Bruce W. Tuckman (1978) has enumerated the following purposes of
the review:
1. Discovering important variable.
2. Distinguishing what has been done from what needs to be done.
3. Synthesizing the available studies to have perspective.
4. Determining meanings, relevance of the study and relationship with
the study and its deviation
from the available studies.

11. THE FUNCTIONS OF THE REVIEW OF LITERATURE
There are five functions of review of literature :
1. The conceptual frame of reference for the contemplated
research.
2. An understanding of the status of research in problem area.
3. Clues to the research approach, method, instrumentation and
data analysis.
4. An estimate of the probability of success of the contemplated
research and the significance or usefulness of the findings and,
assuming the decision is made to continue.
5. Specific information required to interpret the definitions,
assumptions, limitations and hypotheses of research

12. HOW TO CONDUCT THE REVIEW OF THE LITERATURE
When the research problem has been specified, the researcher should take
stock of his reading to date, particularly appraising its relevance in the light of
the newly specified research problem. He will want to ascertain whether the
conceptual literature already reviewed provides a thorough conceptual
framework for the specific problem that he has new decided upon, or whether
further work is needed in the conceptual literature. In other event, however,
he will also want to move on new to the research literature, and begin to see
the what, when, where, who and how of previous research on his specific
research problem.

13. DEFINITIONS OF HYPOTHESIS
A Lungberg thinks “A hypothesis is a tentative
generalisation the validity of which remains to be
tested. In its most elementary stage the hypothesis
may be any hunch, guess, imaginative idea which
becomes the basis for further investigation.”
Chapter 4
Foundation of Hypotheses

14. FUNCTIONS OF HYPOTHESIS
1. To delimit the field of the investigation.
2. To sensitize the researcher so that he should
work selectively, and have very realistic approach
to the problem.
3. To offer the simple means for collecting
evidences to the verification.

15. CHARACTERISTICS OF A GOOD
HYPOTHESIS
1. A good hypothesis is in agreement with the
observed facts.
2. A good hypothesis does not conflict with any
law of nature which is known to be true

16. Chapter 5
Research Planning and Sampling
DEFINITION OF RESEARCH PLAN/DESIGN
Reduced to the simplest of terms, “research design is
a mapping strategy. It is essentially a statement
of the object of the inquiry and the strategies for
collecting the evidences, analysing the evidences and
reporting the findings.”

17. 1. It should be free from bias or learnings.
2. It should be free from confounding effect. A
good research design eliminates confounding
of variables or kept it to a minimum so the
results can be interpreted separately. There
should be a statistical precision. The hypotheses
can be tested by employing most appropriate
statistical technique.
CHARACTERISTICS OF GOOD
RESEARCH DESIGN

18. 1. Inadequately stating and testing hypotheses.
2. Missing or unusable data.
3. Bias in sampling.
4. Inadequate measurement.
5. Lack of precision in statistical technique or inapprop
POTENTIAL PROBLEMS IN RESEARCH DESIGN

19. MEANING AND DEFINITION OF SAMPLING
Sampling is indispensable technique of behavioural
research, the research work cannot be undertaken
without use of sampling. The study of the total
population is not possible and it is also impracticable.
The practical limitation: cost, time and other factors
which are usually operative in the situation, stand
in the way of studying the total population. The concept
of sampling has been introduced with a view to making
the research findings economical and accurate.

20. Chapter 6
Survey Method
MEANING AND DEFINITION OF METHOD
Method is a style of conducting a research work which is
determined by the nature of the problem.
M. Verma has defined the term method in the following manner
-“Method is only in the abstract as logical entities that we can
distinguish between matter and methods, in reality, they form an
organic whole and matter determines method analogously as
objective determines means and content and spirit determine
style and form in literature.”

21. TYPES OF RESEARCH METHODS
1. Survey Method
2. Historical Method
3. Experimental Method

22. PURPOSE AND USES OF SURVEY METHOD
To describe the problem or phenomenon, but many
surveys go beyond a mere description of the existing
situation. For example, the survey dealing with
curriculum courses help us in obtaining information
not only about the strength and weaknesses of the
current curriculum but also can elicit
recommendations for change.

23. Chapter 7
Historical Method
Definition of History
History serves its greatest purpose as a record
of the march of humanity on the road of progress
in which sense it is very useful compass for
taking bearings of the directions of our progress
and measuring the speed of our advance.”

24. WHAT IS HISTORICAL RESEARCH?
Historical research is the application of the scientific
method of inquiry to historical problems. It demands
standards of careful methodology and spirit comparable
to those which characterize other types of research.
It involves identification and limitations of the problem,
formulation of the hypothesis, collection, organization,
verification, validation and analysis of data; testing the
hypothesis; and writing of the historical account. All of
these steps lead to new understanding or the
past and its relevance to the present and future.

25. Types of Historical Research
1. Approach
2. Subject
3. Technique

26. Chapter 8
Philosophical Method
MEANING OF PHILOSOPHY
Philosophy is like science and inquiry and has like science
problematic origin; only its problem is
of a different nature. It has to make lived experience
‘intelligible’ to us in the sense of comprehending
it as a meaningful, logical and coherent whole

27. PHILOSOPHY OF EDUCATION
Philosophy of education means either the principles of
philosophic thought applied to the field of
education or the specific analysis-and the accompanying
practical recommendations–i.e.,philosophic analysis of
education.

28. Philosophical Problem of Education
1. Problem is concerned with ascribing a system of
thought and master ideas to a nation,
people, community at given time.
2. The other gives us a critical appraisal of the
thought of a great personage and demonstrates
it in his or her life and utterance.

29. Chapter 9
Experimental Method
MEANING AND DEFINITION OF EXPERIMENT
– William I.B. Beveridge
“An experiment usually consists in making an event occur
under known conditions whereas many extraneous
influences as far as possible are eliminated and close
observation is possible so that
relationship between phenomena can be revealed.”

30. MEANING AND DEFINITION OF VARIABLE
On the experimental study the main functioning
proceeds around the variables. To see the cause
and effect is the main focus of this study and the
further question “Of what” gives the word
‘Variable’. To see the effect of these variables is
the purpose of experimental study.Kerlinger says:
“Variable is a property that take on different value.”
A variable is any feature or aspect of an event
function or process that, by its presence and
nature, affects some other event or. process,
Which is being studied.

31. TYPES OF VARIABLES
1. Experimental Variable or Independent Variable.
2. Controlled Variable.
3. Criterion Variable or Dependent Variable.

32. DEFINITION OF CASE STUDY
The case study or case history method is not a newer
thing, but it is ‘a liner descendent of very ancient
methods of sociological description and generalization
namely, the ‘parable’, the ‘allegory’, the ‘story’ and the
‘novel’.
Chapter 10
Case Study Method

33. OBJECTIVES OF CASE STUDY
1. Clinical purpose, (dealing with a patient).
2. Diagnostic purpose, (educational situation to provide the
remedial instruction to poor students).
3. Fact-findings about psychological or educational problems.
4. Supplementing other information. It may be a follow up
work. Phases of Case Study

34. 1. A group or a community case study,
2. Casual comparative studies,
3. Activity analysis.
4. Content or document analysis,
5. A follow-up study, and
6. Trend studies.
TYPES OF CASE STUDY

35. 1.Continuity
2.Completeness of Data
3.Validity of Data
4.Confidential Recording
5.Scientific Synthesis
#fff1dd #d2f9d6
CRITERIA FOR A GOOD CASE STUDY

36. Create your Story with our illustrated concepts. Choose the style you like the most, edit its colors, pick the background
and layers you want to show and bring them to life with the animator panel! It will boost your presentation.
Check out how it works.
Storyset
Pana Amico Bro Rafiki Cuate

37. You can easily resize these resources without losing quality. To change the color, just ungroup the resource and click
on the object you want to change. Then, click on the paint bucket and select the color you want. Group the resource again
when you’re done. You can also look for more infographics on Slidesgo.
Use our editable graphic resources...

40. JANUARY FEBRUARY MARCH APRIL MAY JUNE
PHASE 1
PHASE 2
Task 1
Task 2
Task 1
Task 2
JANUARY FEBRUARY MARCH APRIL
PHASE 1
Task 1
Task 2

43. You can resize these icons without losing quality.
You can change the stroke and fill color; just select the icon and click on the paint bucket/pen.
In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons.
...and our sets of editable icons

44. Educational Icons Medical Icons

45. Business Icons Teamwork Icons

46. Help & Support Icons Avatar Icons

47. Creative Process Icons Performing Arts Icons

48. Nature Icons

49. SEO & Marketing Icons