2. KAJIAN KUANTITATIF
Kajian kuantitatif adalah kajian yang menggunakan maklumat /
data yang bersifat kuantitatif. Data kuantitatif boleh diukur, melalui
proses pengukuran dan memerlukan alat-alat pengukuran seperti
soal selidik dan ujian. Saiz sampel bagi kajian ini lebih besar
berbanding kajian kualitatif.
Jenis-jenis kajian kuantitatif:
i) Kajian Deskriptif
ii) Kajian Korelasi
iii) Causal Comparative
iv) Kajian Eksperimental
3. KAJIAN KUALITATIF
Kajian kualitatif adalah kajian yang menggunakan maklumat /
data yang bersifat kualitatif. Data kualitatif diperoleh dengan cara
pemerhatian, temubual, analisis dokumen atau apa-apa cara
untuk mendapatkan data yang lengkap. Saiz sampel bagi kajian
ini lebih kecilberbanding kajian kualitatif.
Jenis-jenis kajian kualitatif:
i) Kajian Tindakan
ii) Kajian Kes
iii) Kajian Lapangan
iv) Analisis Dokumen
4. Bentuk data
KAJIAN KUANTITATIF KAJIAN KUALITATIF
Data berbentuk angka yang boleh diukur. Data berbentuk perkataan atau ayat yang dikumpul
melalui temubual atau yang direkod dalam bentuk
gambar atau video.
5. Instrumen Kajian
KAJIAN KUANTITATIF KAJIAN KUALITATIF
Penyelidik menggunakan instrument seperti Penyelidik adalah instrumen utama
soal selidik dan ujian pencapaian bagi memungut data. Penyelidik perlu berada
memungut data. Instrumen berfungsi sebagai dalam situasi yang dikaji, mendengar dan
alat pengukur dan menjadi alat perantaraan memerhati sendiri fenomena yang ingin
antara penyelidik dan peserta kajian. dikaji.
6. Reka bentuk Kajian
KAJIAN KUANTITATIF KAJIAN KUALITATIF
Reka bentuk ditetapkan sebelum data Reka bentuk bersifat mudah lentur / fleksibel,
dipungut. boleh diubahsuai mengikut keadaan dan
keperluan situasi.
7. Peserta Kajian
KAJIAN KUANTITATIF KAJIAN KUALITATIF
Penyelidik bukan peserta kajian. Peserta kajian Penyelidik adalah sebahagian daripada peserta
adalah sampel yang dipilih dengan kajian. Maklumat kajian diperoleh secara
menggunakan teknik persampelan tertentu. langsung daripada peserta kajian.
8. Metodologi Kajian
KAJIAN KUANTITATIF KAJIAN KUALITATIF
Penyelidik mengkaji populasi atau sampel yang Saiz sampel kecil dan dipilih secara bertujuan
mewakili populasi. Saiz sampel besar dan dan tidak berasaskan kebarangkalian.
dipilih berasaskan kebarangkalian.
RUJUKAN
Aini Hassan. 2007. Kualitatif Atau Kuantitatif ?: Memahami Andaian Asas
Yang Mendasari Penyelidikan Pendidikan. Masalah Pendidikan. 30 (1). Halaman 7-16. ISSN 0126-5024
9. SOALAN 3: Huraikan kitaran proses yang terlibat
dalam sesuatu penyelidikan
10. Fokus / interest
Pembacaan secara intensif jurnal dlm bidang yang
terkini (3-5 tahun kebelakangan) bagi mencari: KAJIAN
KEPUSTAKAAN
RESEARCH GAP
PERSOALAN OBJEKTIF KAJIAN TAJUK
KAJIAN
KAJIAN
PERNYATAAN
MASALAH SIGNIFIKAN
KAJIAN
METODOLOGI
BINA
INSTRUMEN
VALIDITY & PUNGUTAN
RELIABILITY DATA
ANALISIS
DATA
INTERPRETASI
DATA
PERBINCANGAN
11. Soalan 5: Reflek prosedur kognitif
COGNITIVE PROCESS
The essential idea behind the cognitive
processes is quite simple. Whenever our
minds are engaged, we are doing one of
two things. We are either taking in
information or else organizing information
and drawing conclusions. Jung called the
"taking-in" process Perceiving and the
"organizing-and-drawing-conclusions"
process Judging.
12. Here's an example of how it works:
We observe we are thirsty (Perceiving), we
decide to get something to drink (Judging),
we come up with possibilities of what to drink
(Perceiving), we decide on a beverage that's
available several blocks away (Judging), we
notice it is sunny (Perceiving), we decide to
have water outside instead (Judging). And so
it goes, back and forth, all through the waking
hours of our life.
13. Cognitive process : in
generating idea
Step 1: Divergent Thinking
Here are some examples of divergent
thinking triggers:
List all the uses you can think of for a shoe.
Generate meanings for a nutshell.
List all the resources available for your next
project.
Make as many sentences as you can using
all of the following words: candle, hope,
tissue, egg.
14. open-ended exercise.
No evaluation is required or asked for.
None of the questions asked you to meet
any criteria whatsoever.
The responses are free from any
restriction, even if they are outside the
parameters you perceive in the question.
That’s an important point.
15. Step
2: Convergent Thinking
Here are some examples to demonstrate
convergent thinking.
Which shoe idea is the most novel?
Rank your meanings of the nutshell from the
most personally meaningful to the least.
Select the resources that are most
challenging to maintain.
Of all the sentences you made, which is the
most intriguing?
16. During the convergent stage, we apply
critical thinking; that is, we use some criteria to
evaluate, select, and analyze the output from
the divergent phase.
17. Cognitive Processes and Idea Generation
• <> •
DIVERGE CONVERGE
PERCEPTION JUDGMENT
Creative ideas— Creative ideas—
where they come from. how they are evaluated. How well do ideas
Consider using each of these: meet these criteria?
Extraverted Sensing (Se) Extraverted Thinking (Te)
Change what is. Improve efficiencies, structures, measurements,
•Give new uses and tactics for what is and organizing principles.
contextually happening now, what’s right in front •Demonstrate excellence using provable and
of you. profitable standards.
Introverted Sensing (Si) Introverted Thinking (Ti)
Change what was. Improve understanding of how something
•Recombine past elements. works.
•Provide clear categorical shifts.
Extraverted iNtuiting (Ne) Extraverted Feeling (Fe)
Change what might be. Improve harmony among people.
•Infer new patterns, potentials, and spin-offs •Facilitate cooperation and interpersonal
from the current situation. harmony in the outcome.
Introverted iNtuiting (Ni) Introverted Feeling (Fi)
Change the representation of the future. Align with values, personal and corporate.
•Integrate insights to form new concepts. •Demonstrate commitment to what is truly
important to those impacted and involved.
18. Learning and the Cognitive
Processes INFORMATION-ACCESSING PROCESSES—Perception
Extraverted Sensing: Experiencing and noticing the physical world, scanning for
visible reactions and relevant data
Se What is really happening? What are the facts of the situation? What can I do with this
now?
Introverted Sensing: Recalling past experiences, remembering detailed data and
what it is linked to
Si What have I already learned that I can build on? What resources and materials are
available? What practical use does this have?
Extraverted iNtuiting: Inferring relationships, noticing threads of meaning, and
scanning for what could be
Ne What inferences can I make? What meanings am I perceiving? What hypotheses can
I generate?
Introverted iNtuiting: Foreseeing implications, conceptualizing, and having images of
the future or profound meaning
Ni What are the implications for the future? What are the concepts? What is the greater
purpose?
19. ORGANIZING-EVALUATING PROCESSES—Judgment
Extraverted Thinking: Organizing, segmenting, sorting, and applying logic and criteria
How can I structure and organize my learning? What is the sequence and arrangement
of what I am learning?
Te
What is the logic behind what I am learning?
Introverted Thinking: Analyzing, categorizing, and figuring out how something works
What principles do I need to learn? What models can I fit the learning into? What
Ti techniques or approaches can I apply?
Extraverted Feeling: Considering others and responding to them
Who can I connect with, or relate to in order to learn better? Who can I help with this
Fe
learning? How can I use this to improve my relationships?
Introverted Feeling: Evaluating importance and maintaining congruence
Fi
What is really important here? What is of value to me, and what do I want out of this?
Who is good to learn from?
