| Module designation | SEDC6065 Action Research |
| Semester(s) in which the module is taught | 5th Semester and 7th Semester |
| Person responsible for the module | Prof. Dr. M. Hasan, M. Si. |
| Language | Indonesian, English (for lecture material) |
| Relation to curriculum | Elective Course |
| Teaching methods | Lecture, Collaborative Learning, Case Study Method |
| Workload (incl. contact hours, self-study hours) | 2 x 45 hours per semester, comprising: 100 minutes lecture and discussion per week120 minutes structured tasks per week120 minutes learn to be independent per week |
| Credit points | 2 SKS = 3.34 ECTS |
| Required and recommended prerequisites for joining the module | Students must have successfully completed the Research Methodology course. |
| Module objectives/intended learning outcomes | Explain the fundamental principles, concepts, and characteristics of Action Research in educational settings. Identify and formulate classroom or educational problems suitable for investigation through Action Research.Design a comprehensive Action Research plan following the cyclical process of planning, acting, observing, and reflectingApply appropriate data collection and analysis techniques for Action Research projects.Interpret and evaluate the findings of Action Research to improve teaching and learning practices.Present and communicate Action Research proposals and findings effectively in written and oral formatsDemonstrate collaboration, critical thinking, and reflective skills throughout the Action Research process |
| Content | This module introduces students to the fundamental concepts, principles, and processes of Action Research in educational contexts. The course begins with an exploration of the philosophy, characteristics, and purposes of Action Research, highlighting its role in improving teaching and learning practices. Students learn how to identify and formulate classroom or institutional problems that are relevant and researchable, followed by the development of clear research questions and objectives. Subsequently, the module guides students through the cyclical process of Action Research, including planning interventions, implementing actions, observing outcomes, and reflecting on findings to inform subsequent cycles. Emphasis is placed on selecting appropriate data collection methods—both qualitative and quantitative—and conducting systematic data analysis to draw meaningful conclusions. In addition, students gain experience in collaborative problem-solving, critical reflection, and professional reporting of research outcomes. The course culminates with students designing and presenting their own Action Research proposals and reports, integrating theoretical understanding with practical application in educational settings. |
| Exams and assessment formats | Assessment in this module consists of a combination of formative and summative evaluations designed to measure students’ understanding of Action Research concepts and their ability to apply them in practice. Formative assessments include quizzes, assignments, and class participation to ensure continuous learning and engagement throughout the semester. Summative assessments involve the development of an Action Research proposal, project implementation, presentation of findings, and a final written report. A midterm examination focuses on theoretical understanding, while the final assessment emphasizes practical application and reflective analysi |
| Study and examination requirements | Quizzes and Class Participation: 10% To assess students’ understanding of key concepts and active involvement in discussions.Assignments and Structured Tasks: 20% Individual or group assignments focusing on literature review, problem identification, and research planning.Midterm Examination: 20% Written test assessing theoretical knowledge of Action Research principles and procedures.Action Research Proposal & Project Report: 30% Design, implementation, and written documentation of the Action Research project.Oral Presentation and Reflection: 20% Presentation of research findings followed by reflective analysis on the process and outcomes. |
| Recommended literature | Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer. Mills, G. E. (2017). Action Research: A Guide for the Teacher Researcher (6th Edition). Pearson. Stringer, E. T. (2013). Action Research (4th Edition). SAGE Publications. McNiff, J. (2017). Action Research: All You Need to Know. SAGE Publications. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). Routledge. Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. Recommended Articles Carr, W., & Kemmis, S. (2005). Staying critical. Educational Action Research, 13(3), 347–358. https://doi.org/10.1080/09650790500200316 Somekh, B. (2006). Action Research: A Methodology for Change and Development. McGraw-Hill Education. (Book chapter often cited in journal discussions) Elliott, J. (2009). Building Educational Theory Through Action Research. In The Sage Handbook of Educational Action Research (pp. 28–38). SAGE Publications. Kember, D. (2000). Action learning and action research: Improving the quality of teaching and learning. Routledge. Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2), 151–163 |
| Date of last amendment | January 13, 2025 |