How to Use a Reference in Preparing a Research Proposal

INTRODUCTION
Research is the systematic process includes collecting and analyzing information or data to improve our understanding of the phenomena we are interested in or to our understanding. According to Leedy (1975: 5), research is a process to reach an answer to a question, solution, to the problem, or a deep understanding of a phenomenon systematically arranged and supported by the data. A research must contain the element of scientific thinking. The purpose of the research is to formulate questions and find answers to research questions. 
CONTENT
Different with the usual report, a research must interpret the data or materials to be analyzed simultaneously. Developing teaching material of teaching learning process through scientific publication is coming from two poles of the theories/references and the fact/data. Theories/references coming from books, scientific paper, journals, consist of:
a.    Ideology
b.    Philosophy
c.    Paradigm
d.    Theories
e.    Notions
f.    Rules
While the fact/data coming from observation/collection (classroom), consist of:
a.    Meaning
b.    Activities
c.    Procedures
d.    Context
e.    Relationship
f.    Patterns
Research proposal consist of several aspects, such as:
a.    Title
Title of research proposal prepared in order to attract others to read. Titles are arranged in a brief and meaningful describing relationship between variables the research. Title shaped statement, not a question. 
b.    Subtitle
One level below the title.
c.    Problem formulation
The problem must be formulated in clear, concise, and clear so it is easy to assess. 
d.    Theoretical review
Theoretical review is the reasoning which is a set of concepts, definitions, and propositions are arranged systematically. Theoretical review is use to describe the scope of the variables to be research, formulate hypotheses, and arrange the research instrument. 
e.    Methodology
Methodology is the scientific way to get data specific to the purpose and usefulness. 
f.    Data analysis
Data analysis is the process of giving the meaning of the data is processed. Theory on how to analyze qualitative data  category
g.    Discussions
Discussions have been the result of research conducted and supported by existing references. 
h.    Conclusion
Conclusion is a summary of the research has been done.
i.    References
References are the books, research report, or journals that are used in preparing a research proposal.
School observation can be done through several ways, among others:
a.    Case-study
Case-study is summarizes the experience of learning or teaching experience, written by a teacher or a lecturer in their instructional practices in the classroom. This experience provides a fact example of the problems faced by teachers as they implement the learning. The purpose of case-study is the teachers can perform self-evaluation, can repair and also to improve instructional practices and instill the concept of how learning should be implemented.
b.    Classroom Action Research
Classroom Action Research is one of the efforts of teachers in order to improve the work of the teacher. Action research, including qualitative research, although the data collected may be quantitative. Some things to consider when determining the problem of CAR, among others:
1.    Many problems faced by teachers
2.    Three groups of learning problems
3.    Problems that are under the control of teachers
4.    Problems that are too large
5.    Problem that are too small
6.    Significant and strategic problems
7.    Problems that are favored
8.    The real problems and problematic
9.    The need for collaboration
c.    Lesson Study
According to Marsigit, approaches of Lesson Study covered by:
1.    Cooperation among students in learning
2.    Contextual teaching and learning
3.    Life-skill
4.    Hands-on activities
5.    Interactive process oriented curriculum and syllabi development
6.    Teachers’ and students’ autonomy
Lesson Study paradigms that are relevant include:
1.    Student Centered
2.    Constructivist
3.    Realistic Mathematics
4.    Contextual Teaching Learning
d.    Research and Developing
Research and developing is a process or steps to develop a new product or improving an existing product. Research and developing is the research method used to produce a specific product and test the effectiveness of the product.
A research is also use an instrument. Instrument research is a tool to measure the value of a variable, called the data of the object that researched. The developing instrument based on:
a.    References
b.    Map of concept
c.    Criteria
d.    Instruments
e.    Collect of item
CONCLUSION
Research proposal consist of several aspects, such as:
a.    Title
b.    Subtitle
c.    Problem formulation
d.    Theoretical review
e.    Methodology
f.    Data analysis
g.    Discussions
h.    Conclusion
i.    References

LESSON PLAN

Program of Study / Faculty  : Mathematics Education / MIPA

Name of School                     : SMP N 4 Kalasan

Subject                                   : Mathematics

Class / Semester                     : VII / 1

Time Allocation                     : 20 minutes

Standard of Competence

Number

1.      Understanding the properties of arithmetic operations of number and use in problem solving

Basic Competence

1.2  Using the properties of integer arithmetic operations and fractions in problem solving

Indicator

1.2.1 Find the properties of addition on integers

1.2.2 Resolving problems relating to the properties of addition on integers  

I.      Learning Objectives

After the students work on worksheets and discussing with the other students are expected to:

1.      The students can find the properties of addition on integers

2.      The students can use the properties of addition on integers in problem solving

II.      Learning Materials

Addition Properties on Integers

a.      Closure Law

Example:

1)      2 + 5 = 7

2 is an integer member

5 is an integer member

7 is an integer member

2)      17 + (-9) = 8

17 is an integer member

-9 is an integer member

8 is an integer member

3)      (-32) + (-11) = -43

-32 is an integer member

-11 is an integer member

-43 is an integer member

From example 1), 2) and 3), the sum of two integers above is an integer.

Properties above is Closure Law.

That is, if a and b are element of integers then a + b also element of integer.

b.      Commutative Properties

Example:

1)      7 + 8 = 15

2)      8 + 7 = 15

3)      2 + (-17) = -15

4)      (-17) + 2 = -15

5)      (-3) + (-5) = -8

6)      (-5) + (-3) = -8

From example 1) and 2) it can be concluded:

7 + 8 = 8 + 7

From example 3) and 4) it can be concluded:

2 + (-17) = (-17) + 2

From example 5) and 6) it can be concluded:

(-3) + (-5) = (-5) + (-3)

Properties above is Commutative Properties.

That is, if a and b are element of integers then:

a + b = b + a

c.       Associative Properties

Example:

1)      (9 + 8) + 2 = 19

2)      9 + (8 + 2) = 19

3)      ((-7) + 12) + (-13) = -8

4)      (-7) + (12 + (-13)) = -8

5)      ((-3) + (-1)) + (-5) = -9

6)      (-3) + ((-1) + (-5)) = -9

From example 1) and 2) it can be concluded:

(9 + 8) + 2 = 9 + (8 + 2)

From example 3) and 4) it can be concluded:

((-7) + 12) + (-13) = (-7) + (12 + (-13))

From example 5) and 6) it can be concluded:

 ((-3) + (-1)) + (-5) = (-3) + ((-1) + (-5))

Properties above is Associative Properties.

That is, if a, b, and c are element of integers then:

(a + b) + c = a + (b + c)

d.      Identity Element

Example:

1)      8 + 0 = 8

2)      0 + 8 = 8

3)      (-12) + 0 = -12

4)      0 + (-12) = -12

From example 1) and 2) it can be concluded:

8 + 0 = 0 + 8 = 8

From example 3) and 4) it can be concluded:

 (-12) + 0 = 0 + (-12) = -12

For every a is an integer then:

a + 0 = 0 + a = a

So, 0 is Identity Element on addition of integer.

 e.       Inverse of Addition

Example:

1)      -1 + 1 = 0

2)      -2 + 2 = 0

From example 1) and 2) it can be concluded that, for every a is an integer then:

                                                 a + (-a) = (-a) + a = 0        

So, -a is Inverse of Addition for every a is integer.

III.      Learning Methods

Expository method and demonstration method.

IV.      Teaching and Learning Activity

No	Teacher Activity	Student Activity	Duration
A.    Introduction			3 minutes
1	Teacher says greeting, and with students pray together	Students answer greetings and pray	30 seconds
2	Teacher reminded the students that have studied the topic at a previous meeting, about the members of integers and arithmetic operations on integers	Students listen and express the topic has been studied in a previous meeting	1 minutes
3	Teacher tells the students the topic to be studied about addition properties on integers	Students listen	30 seconds
4	Teacher motivate the students with give explanations about the importance of knowing addition properties on integers for example in counting many oranges	Students listen	1 minutes
B.     Main Activity			14 minutes
1	Teacher gives worksheet for each students	Students receive the worksheet	30 seconds
2	Teacher asks students to read the instructions on the worksheet	Students read the instructions	30 seconds
3	Teacher gives one explanation of addition properties on integers that is closure law in accordance with examples that have been available at the worksheet	Students observe the examples	1 minutes
4	Teacher gives chance to students to solve the next problem in worksheet so that students will find the commutative properties of addition on integers	Students work on worksheet	2 minutes
5	Teacher asked one student to write the answers on the whiteboard	Student working on the whiteboard	1 minutes
6	Teacher gives chance to students to solve the next problem in worksheet so that students will find the associative properties of addition on integers	Students work on worksheet	2 minutes
7	Teacher asked one student to write the answers on the whiteboard	Student working on the whiteboard	1 minutes
8	Teacher gives chance to students to solve the next problem in worksheet so that students will find the element of identity on addition of integers	Students work on worksheet	2 minutes
9	Teacher asked one student to write the answers on the whiteboard	Student working on the whiteboard	1 minutes
10	Teacher gives chance to students to solve the next problem in worksheet so that students will find the inverse of addition on addition of integers	Students work on worksheet	2 minutes
11	Teacher asked one student to write the answers on the whiteboard	Student working on the whiteboard	1 minutes
C.    Closing			3 minutes
1	Teacher gives the task some of the questions that must be done by students	Students write down and solve the problem	1 minutes
2	Teacher asks some students to express what they have learned	Students express have just learned	1 minutes
3	Teacher asks the students to learn the material for the next meeting that is the properties of the operation of subtraction, multiplication, and division of integers	Students listen	30 seconds
4	Teacher close the lesson with pray and greeting	Students pray and answer greeting	30 seconds

V.      Learning Resources

Worksheet.

Wagiyo, dkk. 2008. Pegangan Belajar Matematika untuk SMP/MTs Kelas VII. Jakarta: Galaxy Puspa Mega.

VI.      Assessment

Type                               : Individual assignment  

Form of Instrument          : Essay

A.    Question

Fill in the blank!

1.      8 + (-3) = … + 8 = …

2.      7 + … = 0

3.      … + 0 = -3

4.      2 + ((-4) + 6) = (…  + …) + … = …

5.      6 + 25 = 6 + (… + …) = …

B.     Answer Key

1.      8 + (-3) = (-3) + 8 = 5

2.      7 + (-7) = 0

3.      (-3) + 0 = -3

4.      2 + ((-4) + 6) = (2 + (-4)) + 6 = 4

5.      6 + 25 = 6 + (20 + 5) = 31

Yogyakarta, April 3^rd 2012

                                                                                                 

 

                                                                                                                                      Fifi Yuniarti

                                                                                                                             NIM. 09301244030

Student Worksheet

 Topic              : Identify the addition properties on integers

Purpose          : Encourage students to discover the addition properties on integers

Objectives       : Students can find the addition properties on integers

Equipment     : Stationery

Instructions    : Fill in the blank below to get the addition properties on integers  

 

Addition Properties on Integers

Activity 1

1)      2 + 5 = ….

2 is an integer member

5 is an integer member

………………………

2)      17 + (-9) = ….

17 is an integer member

-9 is an integer member

………………………

3)       (-32) + (-11) = ….

-32 is an integer member

-11 is an integer member

………………………

From number 1), 2) and 3), the sum of two integers above is an …………………………………………………………………………………………….

Properties above is Closure Law.

That is, if a and b are element of integers then a + b also element of integers.

Activity 2

4)      7 + 8 = ….

5)      8 + 7 = ….

6)      2 + (-17) = ….

7)      (-17) + 2 = ….

8)      (-3) + (-5) = ….

9)      (-5) + (-3) = ….

From number 4) and 5) it can be concluded:

………………………………………………………………………………………...

From number 6) and 7) it can be concluded:

………………………………………………………………………………………...

From number 8) and 9) it can be concluded:

………………………………………………………………………………………...

Properties above is Commutative Properties.

That is, if a and b are element of integers then:

………………………………………………………………………………………...

Activity 3

10)  (9 + 8) + 2 = ….

11)  9 + (8 + 2) = ….

12)  ((-7) + 12) + (-13) = ….

13)  (-7) + (12 + (-13)) = ….

14)  ((-3) + (-1)) + (-5) = ….

15)  (-3) + ((-1) + (-5)) = ….

From number 10) and 11) it can be concluded:

……………………………………………………………………………………………

From number 12) and 13) it can be concluded:

…………………………………………………………………………………………….

From number 14) and 15) it can be concluded:

………………………………………………………………………………………...

Properties above is Associative Properties.

That is, if a, b, and c are element of integers then:

…………………………………………………………………………………………….

Activity 4

16)  8 + 0 = …

17)  0 + 8 = …

18)  (-12) + 0 = …

19)  0 + (-12) = …

From number 16) and 17) it can be concluded:

……………………………………………………………………………………………

From number 18) and 19) it can be concluded:

…………………………………………………………………………………………….

For every a is an integer then:

…………………………………………………………………………………………….

So, …… is Identity Element on addition integer.  

Activity 5

20)  -1 + 1 = …

21)  -2 + 2 = …

From number 15) and 16), it can be concluded, for every a is an integer then:

…………………………………………………………………………………………….

So, …… is Inverse from a in the integer addition operations.  

 

Name	Student ID	Signature