Memposisikan Teori dan Konsep Dasar dalam Riset Kualitatif
Keywords:
teori, konsep dasar, riset kualitatif
Abstract
Theory without concepts is blind. Concept without idea is empty. Ideas lead a researcher to finding some phenomenon. Certaintly, phenomenon isn’t come partial or seperated. Every act, habit, mindset, and human behavior in everyday activity rise up categorization. The task of researcher to find out that categorization. Behind that situation and absolutely when we involve with participant, sometimes we can’t avoid from our contruct of ideas or concept. But, sometimes between real context and research perspectives comes differing. So, the important thing is how our theory can describe phenomenon and has clarity of definition or clarity in matter of terminology.
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References
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Neuman, W. L. (2007). Basics of social research: qualitative and quantitative approaches. (2th ed.). Boston: Allyn and Bacon.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: exploring the interactive continuum. USA: Southern Illinois University Press.
Popper, K. (2005). The logic of scientific discovery. Diterjemahkan dari Logik der Forschung oleh Verlag von Julius. London: Taylor & Francis e-Library.
Pring, R. (2004). Philosophy of education: aims, theory, common sense, and research. London: Continuum.
Rescher, N. (2003). Epistemology: An introduction to the theory of knowledge. New York: State University of New York.
Restall, G. (2003). Logic. London: Routledge.
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Schmuck, R. (1985). Learning to Cooperate, Cooperating to Learn: basic concepts. Dalam Slavin, R. E. (Ed.).. Learning to cooperate, cooperating to learn, New York: Springer.
Silberman, M. L., & Auerbach, C. (1998). Active training: a handbook of techniques, designs, case examples, and tips. USA: Jossey-Bass/Pfeiffer.
Silberman, M., & Hansburg, F. (2000). PeopleSmart: developing your interpersonal intelligence. California: Berrett-Koehler Publishers, Inc.
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Slavin, R. E. (2006). Educational psychology: theory and practice (8th ed.). New York: Pearson.
Slavin, R. E., Hurley, E.A., & Chamberlain, A. (2003). A. Cooperative Learning and Achievement: Theory and Research. Dalam Weiner, I. B. (editor-in-chief),. Handbook of psychology: volume 7, educational psychology. volume editor: Reynolds, W. M. & Miller, G. E. New Jersey: John Wiley & Sons, Inc.
Spradley, J. P. (1980). Participant observation. USA: Rinehart and Winston.
Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
Thomas, G. (2007). Education and theory: strangers in paradigms. England: McGraw-Hill Education, Open University Press.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes, M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, (Eds.). Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic inquiry towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). USA: ASCD.
Berg, B. L. (2000). Qualitative research methods for the social sciences (4th ed.). Boston: Allyn and Bacon.
Bogen, J. (1996). Wittgenstein’s tractatus. Dalam Stuart G. Shanker. (Ed.). Philosophy of science, logic, and mathematics in the 20th century. Canada: Routledge.
Cabré, M.T. (1999). Terminology: theory, methods, and applications, diterjemahkan dari La Terminolgia. La teoria, els mètodes, les aplicacions. Penerjemah Janet Ann DeCesaris. Amsterdam: John Benjamins Publishing Co.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
Copenhaver, B. P., & Schmitt, C. B. (1992). A history of western philosophy: renaissance philosophy, 3. Oxford: Oxford University Press.
Copleston, F. C. (1999). A history of philosophy (vol. 3), Oackham to Suárez. Great Britain: Burns and Oates.
Corbetta, P. (2003). Social research: theory, methods and techniques. Diterjemahkan dari bahasa Itali oleh Bernard Patrick, Thousand Oaks CA: Sage.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mix methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Cromer, A. (1997). Connected knowledge: Science, philosophy, and education. Oxford: Oxford University Press.
Cuff, E. C. Sharrock, W. W., & Francis, D. W. (2006). Perspectives in Sociology (5th ed.). London: Routledge.
Delandshere, G. (2009). Making Sense of the Call for Scientifically Based Research in Education. Dalam Winkle-Wagner, R. H., Cheryl A., & Ortloff, D. H. (Ed.). Bridging the gap between theory and practice in educational research: Methods at the margins. New York: Palgrave Macmillan.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill Book Company.
Dewey, J. (1938). Experience and education. New York: Touchstone,.
Dewey, J. (1938). Logic: The theory of inquiry. New York: Henry Holt and Company, Inc.
Dewey, J. (2004). Democracy and education: An introduction to the philosophy of education. Delhi: Aakar Books.
Dressman, M. (2008). Using social theory in educational research. New York: Routledge.
Faure, E. et al., (1972). Learning to be: The world of education today and tomorrow. Paris, UNESCO.
Fleetham, M. (2006). Multiple intelligences in practice: Enhancing selft-esteem and learning in the classroom. Stafford: Network Continuum Education.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. USA: BasicBooks.
Gardner, H. (2006a). Multiple intelligences: new horizons. New York: BasicBooks.
Gardner, H. (2006b). The development and education of the mind: The selected works of Howard Gardner. London: Routledge.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). New York: BasicBooks.
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ. New York: Bantam.
Goleman, D. (2011). The brain and emotional intelligence: new insights. Northampton, MA: More Than Sound LLC.
Gordon, P., & White, J. (2010). Philosophers as educational reformers. London: Taylor & Francis e-Library.
Karpiak, I. E. (2006). Chaos and Complexity: A Framework for Understanding Social Workers at Midlife. Dalam Anfara Jr., V. A., & Mertz, N.T. (Ed.). Theoretical frameworks in qualitative research. Thousand Oaks, CA: Sage.
Kenny, A. (2006). A new history of western philosophy: The rise of modern philosophy, volume 3, Oxford: Oxford University Press.
Krüger, M., & Scheerens, J. (2012). Conceptual Perspectives on School Leadership. Dalam Scheerens, J. (Ed.). School leadership effects revisited: review and meta-analysis of empirical studies. London: Springer.
Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: The University of Chicago Press.
Lemos, N. (2007). An introduction to the theory of knowledge. Cambridge: Cambridge University Press.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methodes in educational research: from theory to practice (2nd ed.). San Francisco: Jossey-Bass.
Mark, R. L. (2012). Introduction to behavioral research methods (6th ed.). Boston: Pearson.
Marshall, P. (1997). Research methods: how to design and conduct a successful project. Oxford: How To Books.
Maslow, A. H. (1993). The farther reaches of human nature. London: Penguin Compass.
Maxwell, J. A. & Chmiel, M. (2014). Notes Toward a Theory of Qualitative Data Analysis, dalam Flick, U. The SAGE handbook of qualitative data analysis. Thousand Oaks, CA: Sage.
Morss, J. R. (2004). Gilles Deleuze and the Space of Education: Poststructuralism, Critical Psychology, and Schooled Bodies. Dalam Marshall, J. D. (Ed.). Poststructuralism, philosophy, pedagogy. New York: Kluwer Academic Publishers.
Neuman, W. L. (2007). Basics of social research: qualitative and quantitative approaches. (2th ed.). Boston: Allyn and Bacon.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: exploring the interactive continuum. USA: Southern Illinois University Press.
Popper, K. (2005). The logic of scientific discovery. Diterjemahkan dari Logik der Forschung oleh Verlag von Julius. London: Taylor & Francis e-Library.
Pring, R. (2004). Philosophy of education: aims, theory, common sense, and research. London: Continuum.
Rescher, N. (2003). Epistemology: An introduction to the theory of knowledge. New York: State University of New York.
Restall, G. (2003). Logic. London: Routledge.
Scheerens, J., & Hendriks, M. (2014). State of the Art of Time Effectiveness. Dalam Scheerens, J. (Ed.). Effectiveness of time investments in education insights from a review and meta-analysis. London: Springer.
Scheerens, J., Glas, C., & Thomas, S. M. (2013). Educational evaluation, assessment, and monitoring. Netherlands: Swets & Zeitlinger Publishers.
Schmuck, R. (1985). Learning to Cooperate, Cooperating to Learn: basic concepts. Dalam Slavin, R. E. (Ed.).. Learning to cooperate, cooperating to learn, New York: Springer.
Silberman, M. L., & Auerbach, C. (1998). Active training: a handbook of techniques, designs, case examples, and tips. USA: Jossey-Bass/Pfeiffer.
Silberman, M., & Hansburg, F. (2000). PeopleSmart: developing your interpersonal intelligence. California: Berrett-Koehler Publishers, Inc.
Singarimbun, M., & Efendi, S. (Editor). (1989). Metode penelitian survai. Jakarta: LP3ES.
Slavin, R. E. (2006). Educational psychology: theory and practice (8th ed.). New York: Pearson.
Slavin, R. E., Hurley, E.A., & Chamberlain, A. (2003). A. Cooperative Learning and Achievement: Theory and Research. Dalam Weiner, I. B. (editor-in-chief),. Handbook of psychology: volume 7, educational psychology. volume editor: Reynolds, W. M. & Miller, G. E. New Jersey: John Wiley & Sons, Inc.
Spradley, J. P. (1980). Participant observation. USA: Rinehart and Winston.
Strauss, A. L., & Corbin, J. M. (1998). Basics of qualitative research: techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
Thomas, G. (2007). Education and theory: strangers in paradigms. England: McGraw-Hill Education, Open University Press.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes, M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, (Eds.). Cambridge, MA: Harvard University Press.
Wells, G. (1999). Dialogic inquiry towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
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