Metode Penelitian dalam Bimbingan dan Konseling

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1. Metode Penelitian dalam
Bimbingan dan Konseling
Gian Sugiana Sugara
Universitas Muhammadiyah
Tasikmalaya

2. Mengapa Kitu Perlu Riset ?
•Mengetahui fenomena yang ingin kita ketahui
•Mengetahui efektivitas dari layanan yang
diberikan
•Mengetahui dampak dari intervensi layanan
BK
•Mengetahui bagaimana untuk memberikan
intervensi yang tepat bagi individu

3. Types of Research Designs
D escriptive
C omparative
C orrelational
C ausal C omparative
Non-E xperimental
True
Quasi
S ingle S ubject
E xperimental
Quantitative
C ase S tudy
P henomenaology
E thnography
Grounded Theory
Qualitative
C oncept A nalysis
Historical A nalysis
A nalytical S tudy Mixed Method
Research D esigns

4. Scientific Method
1: Ajukan
pertanyaan
2: Mendesain
untuk
menemukan
jawaban
3:
Mengumpulk
an data
4: Analisis
Temuan
5:
Menyimpulka
n
6:
Membuat
Jurnal
Dr. K. A. Korb
University of Jos

5. 1. Pertanyaan Penelitian
•Apa pertanyaan umum dari penelitian anda ?
•Apa pertanyaan yang terkait dengan variabel
independen dalam riset anda ?
•Apa pertanyaan penelitian yang terkait dengan
variable dependen anda ?
Judul Penelitian
“Profil Resiliensi pada Siswa Berdasarkan Keutuhan
Keluarga”
“

6. 2. Design the Study
•Research Design: berkaitan dengan cara anda
memilih desain yang tepat sesuai dengan topik dan
pertanyaan penelitian yang dikembangkan
–Partisipan penelitian
•Populasi yang akan dijadikan penelitian. Misalkan siswa di sekolah,
Komunitas, panti asuhan, organisasi atau institusi
–Instrumen pengumpul data
•Bagaimana cara untuk mengukur variable penelitian yang telah
ditentukan
–Prosedur
•Bagaimana caranya untuk mengumpulkan data secara tepat
Dr. K. A. Korb
University of Jos

7. Desain Penelitian Kuantitatif
•Desain Penelitian Deskriptif
•Causal Comparative
•Correlation
•Experimental
•Quasi-Experimen
Dr. K. A. Korb
University of Jos

8. Desain Penelitian Deskriptif
•Purpose: Dengan hati-hati mendesripsikan
fenomena yang terjadi secara alami melalui
pengamatan sistematis
•Key characteristic: Menjelaskan variabel
dalam populasi tertentu
•Penelitian Deskriptif sering juga disebut
Penelitian Survey (Survey Research Designs)
Dr. K. A. Korb
University of Jos

9. Penelitian Deskriptif
•Tidak ada hipotesis penelitian yang ada hanya
pertanyaan penelitian yang diajukan untuk
mengetahui fenomena.
•Misalkan Judul Penelitian
“Profil Resiliensi Siswa berdasarkan Keutuhan Keluarga”
•Pertanyaan Penelitian :
1.Seperti apa gambaran umum resliensi siswa di SMAN 1
Tasimalaya ?
2.Bagaimana perbedaan resiliensi dilihat dari keutuhan
keluarga ?
3.Bagaimana implikasi terhadap layanan Bimbingan dan
Konseling ?

10. Penelitian Deskriptif
1.Select participants : Pilih populasi penelitian sesuai
dengan topik yang ingin anda teliti
2.Data collection: Kumpulkan data dengan
menggunakan instrument yang valid. Misalkan
menggunakan instrument yang valid “Maslach
Burnout Inentory”, “Resilience Scale” atau hasil dari
pengembangan instrument sendiri
3.Analisis Data: menggunakan teknik analisis
deskriptif untuk menjabarkan temuan data dengan
mencari Mean, Modus, Median, Standar Deviasi
Dr. K. A. Korb
University of Jos

11. Contoh Deskripsi Laporan

12. Penelitian Causal Comparative
•Purpose: Determine a cause/effect
relationship where the independent variable
cannot be manipulated
•Key characteristic: Compare two or more
naturally-occurring groups on the dependent
variable
•Penelitian ini sering disebut juga ex post facto
designs
Dr. K. A. Korb
University of Jos

13. Causal Comparative
•Null hypothesis: There is no significance difference
between GROUPS on DEPENDENT VARIABLE.
•Independent variable: Group category
•Dependent variable: What the groups are hypothesized to differ
on.
–Examples:
•There is no significant differences between boys and girls on
interest in mathematics.
•There is no significant differences between children from low and
high socioeconomic status in the number of books read in a
month.
•There is no significance differences between Nigeria and British
children in academic self efficacy.
Dr. K. A. Korb
University of Jos

14. Causal Comparative
1.Select participants: Obtain a critical number of
participants in each group
2.Data collection: Administered valid measures of
your variables to all groups of participants
3.Data analysis: Calculate the mean score for each
group on the dependent variable.
–However, any difference in the mean score between
groups might be due to error.
–Therefore, inferential statistics are necessary to
determine if the difference are significant.
Dr. K. A. Korb
University of Jos

15. Inferential Statistics
–The inferential statistics to be depends on how many
groups are being compared
•Two groups: t-test
•Three or more groups: ANOVA
–If the value is greater than.05, retain the null hypothesis.
•There is no significant difference between boys and girls on
interest in math.
–If the p-value is less than .05, reject the null hypothesis.
•There is a significant difference between boys and girls on interest
in math.
–Look at the mean score to determine which group has the stronger
interest.
Dr. K. A. Korb
University of Jos

16. Causal Comparative
Dr. K. A. Korb
University of Jos

17. Penelitian Korelasional
•Purpose: Untuk melihat hubungan atau keterkaitan
dua variable dependen
•Key characteristic: Partisipan penelitian diberikan
dua alat ukur yang diteliti
•Tidak ada variable yang mempengaruhi ataupun
dipengaruhi dalam penelitian korelasional
Dr. K. A. Korb
University of Jos

18. Correlational
•Hipotesis Nol : Tidak ada hubungan yang signifikan
antara VARIABEL 1 dan VARIABEL 2.
•Examples
–Tidak ada hubungan yang signifikan antara skor bakat
akademik dengan nilai IPK mahasiswa
–Tidak ada hubungan yang signifikan antara jumlah waktu
yang dihabiskan dalam kuliah dengan perilaku mencontek
mahasiswa

19. Correlational
1.Select participants: A homogeneous sample
2.Data collection: Administer valid measures
of the variables
3.Data Analysis: Calculate the correlation
coefficient and the significance test for
correlation

20. Interpreting Correlations
•Dua Kondisi Korelasi
–Positif: Jika dua variable meningkat atau menurun secara
bersamaan
–Negative: Jika satu variable naik, variable yang lain turun
Asumsi yang menguatkan
–Semakin mendekati -1 atau +1 hubungan yang kuat
–0 tidak ada hubungan
Negative Positive Nature:
Strength:
0-1 +1
Dr. K. A. Korb
University of Jos
Dr. K. A. Korb
University of Jos

21. Correlation = .78
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Hours Studied
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Dr. K. A. Korb
University of Jos

22. Correlation = -.86
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Dr. K. A. Korb
University of Jos

23. Correlation: .04
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0.002.004.006.008.0010.0012.0014.00
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Dr. K. A. Korb
University of Jos

24. Research Example
•The effect of regular leisure reading on reading
achievement in primary school.
•Students in a primary school will be randomly
assigned to either a treatment or a control group.
–The treatment group will spend 10 minutes everyday reading
a book with an adult.
–In an attempt to keep the treatment and control groups as
similar as possible, the control group will also spend 10
minutes with an adult everyday, but will instead do math
problems.
Dr. K. A. Korb
University of Jos

25. Correlational
Interest
Academic
Achievement
Dr. K. A. Korb
University of Jos
Correlation does not prove causation.
Interest
Academic
Achievement
Directionality Problem
Interest
Academic
Achievement
Amount
of time
spent
studying
Third Variable Problem

26. Experimental
•Purpose: Establish cause and effect
•Key characteristic: Statement about how one
variables affects (causes) another
•Three essential components of an experiment
–Treatment
–Control
–Random assignment to treatment and control groups
Dr. K. A. Korb
University of Jos

27. Experimental
•Null hypothesis: There is no significant effect of
TREATMENT on DEPENDENT VARIABLE.
–Independent variable: Treatment
–Dependent variable: What the treatment should change
•Examples
–There is no significant effect of a counseling intervention on
homework completion.
•Treatment: Counseling
–There is no significance effect of reading a book a day on
reading achievement.
•Treatment: Reading a book a day
–There is no significant effective of an anti-exam malpractice
campaign on the frequency of exam malpractice.
•Treatment: Anti-exam malpractice campaign
Dr. K. A. Korb
University of Jos

28. Experimental
•Goal: Keep the
experiences of the
treatment and control
groups as identical as
possible except for the
treatment in order to
conclude that the
change in the
dependent variable is
the result of the
treatment.
Read a
book
every day
Reading
Achievement
Experimental Group
Reading
Class
Reading
Achievement
Reading
Class
Control Group
Dr. K. A. Korb
University of Jos

29. Experimental
•Random Assignment:
Each subject has an
equal chance of being
assigned to either the
treatment or control
group
–Minimize individual
differences in extra
variables that might
influence the dependent
variable
Read a
book
every day
Reading
Achievement
Experimental Group
Reading
Class
Reading
Achievement
Reading
Class
Control Group
Interest
Dr. K. A. Korb
University of Jos

30. Random Assignment
•Draw names out of a
hat
•Random number table
S/No Random
Number
Group
1 1 Treatment
2 1 Treatment
3 0 Control
4 1 Treatment
5 1 Treatment
6 0 Control
7 1 Treatment
8 0 Control
9 0 Control
10 0 Control
Dr. K. A. Korb
University of Jos

31. Experiment
•Pretest, Post-test Procedure
1.Random assignment of participants to experimental and
control groups
2.Administered valid measure of DV as pretest to all
groups
3.Administer treatment to experimental groups(s)
4.Administer identical (or conceptually identical) measure
as posttest
5.Statistical Analysis
–Descriptive statistics of pretest and post-test score for
experiment and control groups separately
–Significance tests to determine significance between differences
(Analysis of Covariance: ANCOVA)
Dr. K. A. Korb
University of Jos

32. Experimental
Dr. K. A. Korb
University of Jos

33. Experimental
•Post-test Only Procedure
1.Random assignment of participants to experimental and
control groups
2.Administered treatment to experimental group(s)
3.Administer valid measure of DV post-test
4.Statistical Analysis
–Descriptive statistics of post-test score for experimental and control
groups separately
–Significance tests to determine significance between differences
(Analysis of Variance – ANOVA or t-test)
–The post-test only procedure is typically recommended
because of the possibility that the pretest may have an
effect on the experiment treatment
Dr. K. A. Korb
University of Jos

34. Experimental
Dr. K. A. Korb
University of Jos

35. Quasi-Experiment
•Purpose: Conduct an experiment when
random assignment is not possible
•Key characteristic: Treatment and control
groups, but no random assignment
•The null hypotheses are exactly the same as
the Experimental method
Dr. K. A. Korb
University of Jos

36. Quasi-Experiment
•Pretest-Posttest Procedure
1.Administer valid measure of DV as pretest
2.Administer treatment to experimental group(s)
3.Administer identical (or conceptually identical) measure
as posttest
4.Statistical Analysis
•Descriptive statistical of pretest and posttest score for
experiment and control groups separately
•Significance tests to determine significance between difference
(ANCOVA)
Dr. K. A. Korb
University of Jos

37. Review: Research Designs
•Descriptive: Carefully describe a naturally occurring
educational phenomenon through systematic
observation
•Causal Comparative: Compare two or more groups on a
dependent variable
•Correlational: Quantify the extent to which two
variables are related
•Experiment: Establish cause and effect
–Three requirement:
1.Treatment Groups(s)
2.Control Group
3.Random Assignment
•Quasi-Experiment: Experiment where random
assignment is not possible
Dr. K. A. Korb
University of Jos

38. Research Designs Conclusion
•Testing the effectiveness of a counseling or
teaching intervention MUST either use an
experimental or quasi-experimental design
•Simply administering surveys CANNOT
establish the quality of a counseling or
teaching intervention
Dr. K. A. Korb
University of Jos

39. Research Example
•The effect of regular leisure reading on reading
achievement in primary school
•Students in a primary school will be randomly assigned to
either a treatment or a control group.
–The treatment group will spend 10 minutes everyday reading a
book with an adult.
–In an attempt to keep the treatment and control groups as
similar as possible, the control group will also spend 10 minutes
with an adult everyday, but will instead do math problems.
•After one month of the treatment, both groups will be
tested on a reading achievement test.
Dr. K. A. Korb
University of Jos

40. Research Example
Reading
Achievement
Reading
Achievement
Control Group
Experimental Group
Read Book
Every Day
with Adult
IV:
Regular
Leisure
Reading
DV:
Reading
Achievement
Reading
Achievement
Reading
Achievement
Do Maths
Every Day
with Adult
Dr. K. A. Korb
University of Jos

41. Construct Validity
•Construct Validity: Establishing valid operational
measures for the concepts being studied
–This relates to:
•Independent Variable
•Dependent Variable
•Definitions of Variable:
–Construct Definition: General explanation of the
construct
–Operational Definition: Statement of specifically how
the construct will be measured or implemented in the
study
Dr. K. A. Korb
University of Jos

42. Construct vs. Operational Definitions
AcademicAcademic
AchievementAchievement
State ExamsState Exams
NECO ScoresNECO Scores
WAEC ScoresWAEC Scores
Final Course ExamFinal Course Exam
Self-Report of Parents’Self-Report of Parents’
Yearly IncomeYearly Income
Public/Private SchoolPublic/Private School
EconomicEconomic
StatusStatus
ConstructConstruct Operational DefinitionOperational Definition
Dr. K. A. Korb
University of Jos

43. Research Example
Construct validity focuses on:
Reading
Achievement
Reading
Achievement
Control Group
Experimental Group
Read a Book
Every Day
IV:
Regular
Reading
DV:
Reading
Achievement
Reading
Achievement
Reading
Achievement
Dr. K. A. Korb
University of Jos

44. Construct Validity
•Research studies begin with hypotheses about
psychological construct.
–There is no significant effect of regular leisure reading on
reading achievement scores.
•Independent variable: Regular leisure reading
•Dependent variable: Reading achievement score
–The psychological constructs are then operationalized into
manipulatable, measurable terms.
•Regular leisure reading: Reading a book with an adult everyday
for 10 minutes
•Reading achievement score: Classroom exam scores
Dr. K. A. Korb
University of Jos

45. Construct Validity
•When finished analyzing the data, the result will be
translated back into psychological constructs.
–The conclusion should not be limited to Reading a book for
10 minutes everyday with an adult leads to higher score on a
classroom reading exams.
–The conclusion should be Regular leisure reading will lead to
higher reading achievement scores in general.
•However, in order to translate the results back to
psychological construct, the study must have construct
valid measures of the independent and dependent
variables.
Dr. K. A. Korb
University of Jos

46. Construct Validity
•When you develop your research project, you start with a theory.
–For example, regular leisure reading will lead to increased reading
achievement scores.
•Then you operationalize your theory into your research study.
–You translate “regular leisure reading” into how it will be implemented in your
study – reading a book with an adult everyday for 10 minutes.
–You translate “reading achievement scores” into how it will be measured in
your study – classroom exam scores.
•When you finish collecting data, you hope to be able to move back to
theory.
–You want to be able to say that not only did reading a book for 10 minutes
everyday with an adult lead to higher classroom exam scores on reading
achievement, but also that regular leisure reading will lead to higher reading
achievement scores in general.
–However, in order to do that, you must have construct valid measures of your
independent and dependent variables.
Dr. K. A. Korb
University of Jos

47. Research Example
IV:
Regular
Reading
DV:
Reading
Achievement
Read book
every day with
an adult for
10 min.
Scores on
reading section
of classroom
exams
Constructs:
Operationalized:
IV:
Regular
Reading
DV:
Reading
Achievement
Constructs:
Dr. K. A. Korb
University of Jos