Metodologi dan Metode
Penelitian
Mata kuliah Metode Penelitian 1
9 Oktober 2008
Tamara A. Susetyo-Salim,S.S.,M.A.
METODE PENELITIAN
•
METODE adalah setiap prosedur yang
digunakan untuk mencapai tujuan akhir.
• METODE PENELITIAN:
1. Tujuan akhirnya adalah:
Data-data yang terkumpul
2. Metodenya adalah:
Alat mengumpulakan data-data tersebut.
(Sulistyo, 2006: 92)
METODE
Cara yang teratur dan terpikir baik
untuk mencapai maksud, cara
kerja sistematis untuk
memudahkan pelaksanaan
penelitian guna mencapai tujuan
yang ditentukan.
METODE PENELITIAN
• Mengungkapkan cara teknis
tentang metode yang
digunakan dalam penelitian.
• Membahas konsep teoritis
berbagai metode, kelebihan
dan kelemahannya.
Logika atau teori deduktif dan
induktif
• Deduktif:
mencerminkan pandangan paling umum
tentang hubungan antara teori dan
penelitian.
• Induktif:
menekankan pentingnya menempatkan
teori sebagai hasil dari proses penelitian.
(Pendit, 2003: 167 -174)
Objektif dan Subjektif
• OBJEKTIF:
hasil penelitian menceriminkan keadaan
sesungguhnya tanpa pandangan pribadi peneliti,
harus “bebas nilai”. Peneliti adalah analis netral,
tidak memihak, tak berkepentingan memberi
pendapat pribadi.
• SUBJEKTIF:
peneliti memiliki penilaian, perasaan, terhadap yang
diteliti karena berinteraksi hingga memiliki
interpretasi tentang yang diteliti. Peneliti bertindak
sebagai peneliti dan yang diteliti.
GENERALSASI
Kebenaran yang
dapat
diberlakukan
seluas mungkin
Kehandalan, keterulangan,
kesahihan
• Kehandalan (reliability):
Memastikan bahwa alat untuk meneliti dapat
dipercaya untuk objek yang diteliti.
• Keterulangan (replication):
Penelitian dapat diulang di tempat dan
waktu berbeda dan menghasilkan
kesimpulan yang konsisten
• Kesahihan (validity):
Peneliti menjaga integritas dari kesimpulan
penelitian.
Research methodology
tends to govern, or at least limit, the range of
choices:
1. how the data will be collected,
2. how it will be analyzed,
3. how results will be reported, and
4. the nature of the conclusions that may
reasonably be drawn from the results.
Selection of a research
methodology
What is
(a) the most practical,
(b) the most efficient,
(c) The most promising, and
(d) the most readily available way to solve
the research problem or answer the
research question?
The methodology choice influences the
outcomes of the research.
The types of
research
1. Analytical
Classes of data are collected, and studies are conducted to
discern and explicate principles that might guide action.
Special subtypes under this heading include micro-, macro-,
and policy analysis.
Examples:
• State court interpretations of permissive legislation
on nonschool use of school property
• Criteria for accepting applicants in housing cooperatives
• Management of extremes of human behavior in hospital
emergency
rooms
• Employment of handicapped high school graduates in an
economically depressed region
2. Case study
The background, development, current conditions,and
environmental interactions of one or more individuals,
groups, communities, businesses, or institutions are
observed, recorded, and analyzed for stages or patterns in
relation to internal and external influences.
Examples:
• A case study of open admissions in an American junior
college
• The development of cognitive functions in three autistic
children:
case records analyses
• Establishment and growth of the National Association of Retired
Persons
• The National Association of Manufacturers’ labor policy; a case
study of development
3. Comparative
Two or more existing situations are studied to determine
and explicate their likenesses and differences.
Examples:
• Concepts taught in secondary school chemistry in
Canada, Great Britain, New Zealand, and the United
States
• Self-control of children and adults during cardiac
diagnostic procedures
• Bid specification procedures for public playground and
recreation supply and equipment purchases in New
York, Pennsylvania, Illinois, and California
4. Correlational-predictive
Statistically significant correlation coefficients between and among
relevant phenomena are sought and interpreted; this type includes
the determination of the extent to which variations in one or more
factors correspond with variations in one or more other factors
and the use of such findings in making predictions.
Examples:
• Interaction of gasoline prices and automobile travel for business
and vacation purposes
• Relationships between nature of crime and amount of
recidivism
• Relationships among size of family, age, and use of home
health
agencies
• Relationships between teacher backgrounds and their attitudes
toward international cooperation
5. Design and demonstration
New operationally related business systems, personnel
training curricula, professional education programs,
instructional materials, disease control plans, and the like are
constructed and described; this type is often called action
research and includes, at least, formative evaluation.
Examples:
• A literacy program for the Sudan
• Feasibility of a lighter-than-air freight transport system for Africa
• A curriculum in motor development for the period birth to 3
years of age
• A cytotoxicity test for insoluble dusts
• Design and establishment of a comprehensive health
information system for western Australia
6. Evaluation
A program or a project is expected to be carried out in a
certain way and expected to produce a certain result;
research is intended to determine whether the
anticipated procedure and the outcome are realized.
Evaluation research that focuses on the procedure is
called formative, and that which attends particularly
to the outcome is called summative.
Examples:
• Effectiveness of mental health programs that serve
hearing-impaired children
• Evaluation of a regional family planning program
• Impact of county drug and alcohol programs
• Evaluation of a rural marketing plan for fire insurance
• Effectiveness of rehabilitation counseling: an
evaluation
7. Developmental
The changes over time in one or more observable
factors, patterns, or sequences of growth or decline
may be traced or charted and reported.
Examples:
• Growth of child care centers in American business
and industry
• Emergence and spread of credit card utilization
• The written language development of children
• The computer and the knowledge explosion: a
developmental study
8. Experimental
One or more variables may be deliberately manipulated
and the results analyzed and rationalized—“true”
experiments requiring tight controls and subject
randomization.
Examples:
• Reduction of separation anxiety through use of mental
imagery
• Use of programmed instruction to correct errors in the written
language of deaf adolescents
• The effects of listening training on salesperson effectiveness
• Effects of a parental intervention strategy on reading skill
development
• Effects of different options for continued employment on
retirement decisions
9. Exploratory
Investigations into new or relatively unknown territory for the
purpose of searching out or closely scrutinizing objects or
phenomena to lead to a better understanding of them.
Examples:
• Telescopic and satellite observations of the composition
of the surface of the moons of Jupiter
• The parasitic life in the feces of wild horse herds of the Rocky
Mountain region
• The behavior of molten metals under conditions of virtually zero
gravity
• The characteristics of “private” languages used by twins and
triplets in communication between and among themselves
• The study of extraterrestrial objects for evidences of life forms
10. Historical
Individuals or activities are studied to reconstruct the past
accurately and without bias to ascertain, document, and interpret
their influences or to check the tenability of an hypothesis.
Examples:
• The relevance of the thought of Albert Camus for
education
• Sources of individual differences in solutions to management
problems
• Historical landmarks in the management of environmental noise
• The search for the perpetual motion machine: its contribution to
engineering
• Origins and status of the Montessori movement in the United
States
11. Meta-analysis
A procedure for combining results of research across
areas in which measurement systems are not precise
by adding together sources of variance to get a
population value of the standard deviation as the basis
for establishing effect sizes. Used both in assembling
meaningful literature reviews and in testing
hypotheses.
Examples:
• How “real” is the gender gap in aptitude test results?
• What is the evidence that air pollution is associated
with human illnesses?
• Are large automobiles safer?
• The effectiveness of hypnosis in curing addiction
12. Methodological
These studies examine new approaches (methods) with
potential advantages over present approaches (methods). The
study content includes, but is not limited to, building,
measuring, observing, organizing, displaying, and
communicating. Such studies frequently make use of both
developmental and evaluative procedures.
Examples:
• The relative advantages and disadvantages of digital
and analog television
• Longitudinal versus cross-sectional age cohort approaches
in studying personality development
• Advantages and disadvantages of meta-analysis in gauging
the import of past research
• Prestructured or self-designed majors in collegiate
education: pros and cons
Specific Procedures
What will be done in the conduct of the study:
1. correspondence,
2. the design of questionnaires,
3. pilot studies to be mounted before the complete
study,
4. the application of some treatment,
5. the conduct of interviews,
6. the distribution of inquiry forms or other
instruments designed to gather appropriate data,
7. obtaining permissions,
8. the use of consultation, or other actions.
Research Population or Sample
1. What is the population to be studied? Is it a type of
flora? Is it a group of research reports on which you will conduct a
meta-analysis? Is it a form of virus? Is it a group of people?
2. What are its characteristics? Will the universe (everyone or
everything in thepopulation group) be studied, or will there be a
sample?
3. If a sample, how will it be selected from the whole? What is the
justification for selecting the sample? Is it possible to determine
the representativeness of the sample? If not, does that fact
constitute a prohibition or just a limitation?
4. How does one gain access to the sample population, and
how difficult a problem is that expected to be?
Instrumentation
1. tests,
2. apparatus,
3. interview protocols,
4. Questionnaires.
Review the potentialities in contemporary
technology for ways to enhance the speed, the
accuracy, and the reliability of instrumentation.
Example computer programs for administering
questionnaires..