Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Keynote Invited Papers Page 9
Jurnal Teknologi Pendidikan PS Teknologi Pendidikan PPS UNJ. For the ethical reason the author concealed number, volume, edition and year of publication of reviewed articles.
2. Statistical and Methodological Incorrectness
The following are some of the statistical and methodological incorrectness founded on those publications mentioned earlier.
2.1. Title
According to Suhadi Ibnu 2012 the title of the research article is aim to describe the essential work of the study in a very clear manner . All of the research variables, the
connection among them and other important information should be revealed clearly in the title. Effendy 2012 proposed that the title of the research paper should give the big picture
and essential information about the work of the study that reported in the paper.
The following 3 examples of the research article title were assessed, 1: “Problem Based Learning, Learning Motivation, Initial Competence and The Learning Achievement of SMK
student”, 2: “The Knowledge of Learning Strategy, Attitude and Teacher Motivation”, 3: “Minimizing the Misconception in the Electric Circuit Subject Matter with the Predict-
Observe-Explain Learnin g”. In example 1, the work of the study, research variables and the
interconnection among them are clearly stated. But there are no variables interconnection exposed in the example 2. In the educational research with quantitative approach, the title of
the article should provide the big picture of the methodology and the data analysis used. There are 3 kinds of data analysis from the side of the problem formulation that relate to the title of
the article, which are descriptive, comparative and correlative. Example 1 pictured the methodology in form of comparative or correlative, in example 2 in the form of descriptive
but in does not carry the methodology and the statistical analysis since the researcher connected all of the 3 variables to the learning achievement. In this case the variable of
learning achievement does not pictured in the title. In example 3, the treatment and the problematics are clearly pictured, so it is likely a class treatment research, but the researcher
used pre-test and post-test control group design. The latter example does not picture the essential content.
2.2. Hypothesis
