In this learning activity, we will explore the definition of research and its general aspects Textbooks on research methodology, including those focused on health research, often share a similar structure Authors typically begin by introducing the concept of the scientific method and distinguishing it from non-scientific methods, which is crucial as the foundation of all research activities is the scientific approach Additionally, we will discuss the characteristics of research products, the essence and scope of health research, as well as the benefits and limitations associated with it.
Untuk hasil yang optimal, baca penjelasan materi dan kerjakan latihan yang diberikan
Research is generally defined as the systematic process of collecting and analyzing data or information to draw valid conclusions The terms "systematic" and "valid" are key, as they refer to the scientific method used in academic contexts.
The scientific method involves a hierarchical and logical sequence of steps that are systematic rather than random In research, these steps typically include a detailed outline of the scientific approach used.
1 Mengenali dan menentukan masalah yang akan diteliti
2 Mengkaji teori yang sudah ada yang relevan dengan masalah yang hendak diteliti
3 Mengajukan hipotesis atau pertanyaan penelitian
4 Membuat desain penelitian untuk menguji hipotesis tersebut
5 Mengumpulkan data dengan menggunakan prosedur yang mengacu pada desain penelitian
7 Menginterpretasikan data dan menarik kesimpulan
In research, conclusions drawn without employing scientific methods cannot be considered valid This is particularly important for novice researchers to understand, as some seemingly legitimate procedures for drawing conclusions may actually be invalid due to the lack of a scientific approach If the process is not valid, the resulting product will also lack scientific legitimacy.
B HASIL PENELITIAN SEBAGAI PENGETAHUAN ILMIAH
A scientifically accountable research product, particularly in the realm of knowledge, must possess several key characteristics: (1) objectivity, (2) clear language, (3) verifiability, and (4) empirical evidence For the layperson, objectivity is understood as the opposite of subjectivity, implying a lack of bias and openness to critique From a procedural perspective within the research process, objectivity pertains to the methods of data collection and analysis, ensuring that researchers cannot misinterpret their findings In other words, if another individual were to replicate the study using the same procedures, they would achieve identical results.
Objectivity is crucial in research, and the clarity of procedural descriptions is essential to allow other researchers to replicate the study The level of objectivity is often influenced by the research object and setting; for instance, the objectivity of physics research in a laboratory is generally higher than that of biology research conducted in the field or in experimental gardens Social researchers, including those in health, must recognize that achieving objectivity is challenging, as social research involves human subjects whose behaviors are unpredictable Therefore, researchers must exercise great care to ensure that the anticipated results are reliable and trustworthy.
Clarity and accuracy are crucial aspects to consider in research Researchers often use technical language and terminology that may only be familiar to those well-versed in their specific field This specialized language is not intended to confuse readers but rather to prevent communication bias among researchers It is essential that the language used is clear and precise, as concepts like leadership, creativity, and motivation may have different meanings in research compared to everyday understanding Similarly, terms such as validity, reliability, and design carry specific technical significance within the research context To uphold the principle of clarity, researchers should create operational definitions for the terms they use, ensuring that others accurately grasp the intended meaning in their research reports.
The third aspect to consider in research is openness to verification, which is closely related to the previous two aspects: objectivity and accuracy If these two aspects are upheld, both the design and results of the research will be transparent and actionable, allowing for replication by other researchers or more in-depth studies In the realm of research, replication results can either align with or differ from the original findings The term "openness to verification" signifies that all information in the research is accessible to the public for replication, review, critique, confirmation, or even rejection by other researchers.
The empirical approach is fundamental in research, contrasting with the common perception that something is true simply because it works well Many people accept this pragmatic view without questioning the underlying reasons, believing that if something functions effectively, it must be correct However, for researchers, the definition of empirical is rooted in evidence rather than personal or practical experiences.
In research, the term "evidence" is synonymous with "source" or "data," referring specifically to empirical data rather than fictional information This data is derived from observations conducted through systematic and objective procedures It serves as the foundation for researchers to make interpretations or draw conclusions using both inductive and deductive reasoning.
The four characteristics outlined above are essential scientific traits that should influence the research process In research methodology textbooks, including those focused on health research, the definition of the scientific method is typically presented at the beginning This is crucial, as failing to distinguish between scientific and non-scientific approaches can lead to severe consequences Research findings may become invalid if they cannot be scientifically justified Irawan (1997) differentiates between scientific and non-scientific approaches based on the formulation of the problem, the answers provided, the processes of data collection and analysis, the conclusions drawn, and the application of the results.
Tabel 1.1 Perbedaan Pendekatan Penelitian Ilmiah dan Non Ilmiah
Metode Ilmiah Metode Non Ilmiah
Permasalahan harus dirumuskan secara jelas Permasalahan yang dipertanyakan secara tidak jelas, tetapi bersifat umum dan sumir Jawaban yang diberikan terhadap permasalahan harus didukung dengan data
Jawaban apapun tidak perlu didukung data
Proses pengumpulan data, analisis data, dan penyimpulan harus dilakukan dengan logis dan benar
Tidak ada proses pengumpulan data atau analisis data meskipun mungkin ditutup dengan kesimpulan
Kesimpulan siap diuji oleh siapapun yang meragugan validitas Pengujian terhadap kesimpulan boleh dilakukan ataupun tidak tanpa membawa akibat yang berarti bagi kesimpulan pertama
Hanya digunakan untuk mengkaji hal-hal yang diamati, dapat diukur, empiris Boleh saja digunakan untuk mengkaji hal apapun termasuk yang apling misterius, supranatural dan dogmatis
The scope of health research is extensive, as health intersects with various disciplines such as psychology, sociology, anthropology, and microbiology Numerous concepts and theories have emerged from these fields, influencing areas like intelligence, human resource development, diffusion, authority, effectiveness, cost, self-concept, and culture in dental health education practices Initially, health education research focused on behaviorist approaches, heavily influenced by psychological principles for assessing learning and teaching aspects However, there is a growing trend towards incorporating social science methodologies, such as participatory observation, into health research This integration of diverse concepts and approaches enriches the landscape of health research.
While the scope of health research is extensive, researchers must recognize certain limitations inherent in the field These limitations arise from the complexity of the issues at hand and the methodologies derived from the subjects of study, namely human beings.
The complexity of health research issues is a significant barrier, as the phenomena observed in this field arise from the interactions among various stakeholders, including health professionals, facilities, patients, and the community Research focused solely on individual actors lacks meaning unless viewed within the context of their real-life situations These individuals actively and uniquely respond to the stimuli around them, highlighting the intricate nature of the challenges and phenomena that surface in the health sector.
Health research has demonstrated that behavioral responses to stimuli are often unpredictable This is particularly important for novice health researchers to recognize; when studying a single health phenomenon, they must consider the simultaneous influences and interactions of diverse, complex, and sometimes ambiguous variables In essence, researchers need to understand that they are not only engaging with human elements but also with countless situational factors.
In this learning activity, we will discuss how to formulate research problems and objectives Health professionals are often motivated to conduct research when they encounter issues However, identifying and formulating these problems can be challenging, which is why researchers refer to problem formulation as the heart of research This article outlines the steps involved in problem formulation, including identifying, focusing, and articulating the problem For optimal results, please read the provided material and complete the exercises.
In any field of study, including health, problems are numerous and often challenging to identify for research purposes This difficulty arises from a lack of understanding of what constitutes a problem, which can be broadly defined as any question that requires an answer While problems serve as the starting point for research, not all issues are suitable for investigation, and this can be discerned through their inherent characteristics These characteristics are partly derived from the scientific principles discussed earlier in this educational material This article outlines general guidelines to assist you in the process of problem identification.
When identifying a research problem, it is crucial to determine whether the issue is "worthy of investigation." This means that the problem can be examined through measurable, empirical methods involving data collection and analysis Issues related to philosophical, ethical, or moral concerns do not qualify as worthy research problems in this context Furthermore, problems associated with ideal or noble values are often more challenging to measure compared to those concerning the attitudes and performance of healthcare practitioners.
The second characteristic of a research problem is its inherent theoretical and practical value A good research issue is fundamentally derived from a strong theory or has practical implications that can enhance health practices or management When identifying a problem, it is essential to assess its significance by asking whether it would matter if the problem were solved If the answer is "people wouldn’t care," it indicates the need to seek a more meaningful issue for investigation.
The third characteristic is realism, which encompasses your accessibility regarding the depth of conceptual understanding and the availability of time, energy, and budget Your mastery of concepts, theories, and experiences in the educational field significantly influences the quality of your research Conducting research within a familiar domain minimizes the chances of methodological and analytical discrepancies, ensuring the reliability of your findings Conversely, attempting to apply theoretical knowledge to areas beyond your expertise can lead to difficulties and questionable results Additionally, the interrelated aspects of time, energy, and budget are crucial for successful research Financial resources play a vital role; adequate funding allows for a broader scope of study, extended research duration, and increased manpower, enhancing the overall research quality.
In addition to the three main aspects, other considerations when identifying a research problem include its relevance and originality Researching a current or widely discussed issue can enhance the value of your study Similarly, investigating a truly new or original problem is advantageous However, this does not diminish the worth of researching past issues or replicating previous studies; such research can still hold significant value, particularly in historical contexts or for the purpose of theory verification.
Once you have identified issues using the established criteria, you may uncover numerous research-worthy problems The quantity of issues you identify largely depends on your sensitivity to the nuances present in the educational landscape While the factors influencing an individual's sensitivity to educational research problems are not covered in Learning Activity 2, the following discussion will outline the steps to take once you have a list of viable research topics However, it is important to note that you will not be able to investigate all of these issues.
To effectively address a research problem, it is crucial to focus on a specific issue rather than tackling a broad and general topic Failing to narrow down the problem from the outset can lead to significant challenges later in the research process, including wasted time during the literature review and difficulties in defining objectives, hypotheses, methodologies, and data collection By selecting a particular area of interest and breaking down a general issue into a specific problem, researchers can streamline their efforts and enhance the overall quality of their study.
How can one focus a problem? For experienced researchers, honing in on an issue may come naturally due to their well-developed instincts However, for those less experienced, a systematic approach is essential, which involves classifying problems to identify a specific issue, as outlined by Tuckman (1978) He presents two illustrative diagrams, known as the One-Dimensional Model (Figure 1.1) and the Three-Dimensional Model (Table 1.4), as tools to assist in problem focus Let's first examine the first model.
Kesempatan dan Kebutuhan Masyarakat akan Pendidikan
Pengembangan Kurikulum Program Edukatif Alat dan Bahan Instruksional Metode Pengajaran dan Proses Pembelajaran
Konseling Perlengkapan dan Fasilitas Pendidikan
Pendidikan Guru Supervisi dan Administrasi Evaluasi dan Metodologi Penelitian
Gambar 1.1 Model Satu Dimensi untuk Memfokuskan Masalah
The image in Figure 1.1 illustrates various categories of educational issues, serving as a basic example that is not definitive You are encouraged to create your own categories based on your theoretical framework and conceptual references After analyzing the problem scheme, consider which category intrigues you the most for research and which you feel competent to explore For instance, if you choose "Instructional Tools and Materials," break it down into smaller subcategories such as (1) print and (2) electronic instructional materials The electronic category can further be divided into radio, cassette, television, video, and computer Subsequently, ask yourself which of these subcategories you find most appealing for research Once you identify your focus (e.g., computers), you can select a specific instructional aspect that interests you, such as its impact on student achievement This approach will help you concentrate your research on evaluating the effects of computer-assisted instructional tools on student performance, outlining your research design, including sample selection, measurement tools, and data collection techniques.
The second model is essentially an elaboration of the first model, featuring a greater number of mapped categories This model places educational research issues within the framework of inputs, processes, and outputs in an educational system The diagram for the second model is illustrated in Table 1.4.
Tabel 1.4 Model Tiga Dimensi untuk Memfokuskan Masalah
Calon Siswa Seleksi Pemenuhan Kebutuhan Masyarkat
Calon Guru Program Pemenuhan Kebutuhan Individu
Lapangan Kerja Hubungan Siswa-Guru Perubahan Sosial
Table 1.4 features three columns representing input, activities, and output categories Unlike the diagram used in the first model, the second model allows you to select a specific category of interest and then connect it to other categories in different columns You can start from any column or category, and initially, you may only need to utilize two columns that are relevant to your needs.
To effectively use the diagram as a tool for focusing on issues, start by selecting a topic such as "Academic Career Development" or "Performance Improvement." This leads you to category three and further into the subcategory of "Individual Fulfillment." Next, explore column two and consider a relevant subcategory by posing a guiding question, such as: "How can I effectively enhance my performance?" This inquiry may direct you to the subcategory of "services." For instance, you might ask, "What types of services?" Here, services refer to those that contribute to performance enhancement, such as participation in seminars or workshops This leads to a refined question: "Are individuals who frequently attend seminars or workshops more successful than those who do not?" By connecting this question with components from the previous columns, you can navigate to subcategories in column one If your research focuses on healthcare professionals, simply replace "individuals" with "healthcare professionals" to ask: "Do healthcare professionals who attend seminars or workshops perform better than those who do not?" Additionally, you can modify "perform better" with phrases like "have different work strategies," "are more efficient in time management," or "are more independent."
The steps taken to focus on a problem are largely part of the problem formulation process In the first model for problem focus, you can narrow down the issue by posing the question, "What is the impact of computer-assisted tools and materials on employee performance?" In the second model, you might ask, "Do healthcare workers who have attended seminars or workshops perform better than those who have not?" The distinction between focusing on a problem and formulating a problem lies in the former's aim to limit the scope of study, while the latter expresses the aspect to be examined in specific questions or statements Some researchers argue that formulating a problem as a question is more effective, while others prefer statements Problem formulation in the form of questions tends to convey a sharper and more direct focus.
This study investigates the impact of using computers as teaching aids in the PPAKG (Program Pendidikan Ahli Kesehatan Gigi) curriculum on the academic performance of second-semester students in the Dental Nursing Department at the Health Polytechnic.
2 Apakah dampak penggunaan komputer sebagai alat bantu pengajaran terhadap prestasi belajar PPAKG mahasiswa semester dua di Jurusan Keperawatan Gigi Politeknik Kesehatan