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Hendric Spits Warnars. "Software quality model
for Internet of Things governance", 2016
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Teguh Wahyono, Benfano Soewito, Spits
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"Product-Focused Software Process
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Chuk Yau, Luck-Yuan Gan. "Comparing the
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Lee, Jonathan, Wen-Tin Lee, and Jong-Yih
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2011), 2011.
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Sima Bagheri, Alireza Shameli-Sendi.
"Software Project Estimation Using Improved
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Alves, Luis M., Andre Sousa, Pedro Ribeiro,
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Maharani, Anita

Peer-reviewed academic journal
Innovative Issues and Approaches in 
Social Sciences
IIASS – VOL. 10, NO. 3, SEPTEMBER 2017
Innovative Issues and Approaches in Social Sciences
 
  | 2  
Innovative Issues and Approaches in Social Sciences  
 
IIASS is a double blind peer review academic journal published 3 times 
yearly (January, May, September) covering different social sciences: 
political science, sociology, economy, public administration, law, 
management, communication science, psychology and education. 
 
IIASS has started as a SIdip – Slovenian Association for Innovative 
Political Science journal and is now being published in the name of 
CEOs d.o.o. by Zalozba Vega (publishing house).  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Typeset 
This journal was typeset in 11 pt. Arial, Italic, Bold, and Bold Italic; the 
headlines were typeset in 14 pt. Arial, Bold 
 
Abstracting and Indexing services 
COBISS, International Political Science Abstracts, CSA Worldwide 
Political Science Abstracts, CSA Sociological Abstracts, PAIS 
International, DOAJ. 
 
Publication Data: 
CEOs d.o.o.  
 
Innovative issues and approaches in social sciences
 
 
ISSN 1855-0541 
 
Additional information: www.iiass.com  
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 70 
CLASSROOM RESEARCH: HOW DO UNDERGRATE 
STUDENTS DEFINE ORGANIZATIONAL BEHAVIOR? 
Anita Maharani1 
Abstract  
Classroom action research is a research of an on going process. It is not 
meant for producing exact conclusion, since classroom action research 
is an overview of what recently happened in a class. The effectiveness 
of classroom management depends on how lecturer design his or her 
teaching method, that also must compy with teaching requirement and 
curriculum that set up by the management of program. This research, is 
to define how students understand and able to deliver a correct definition 
of organizational behavior. This research conducted in Management 
Studies of Universitas Paramadina during mid exam, as an evaluation of 
two months or six meetings. 
 
Keywords: classroom, research, undergraduate, organizational, 
behavior 
 
DOI: http://dx.doi.org/10.12959/issn.1855-0541.IIASS-2017-no3-art5 
 
Introduction 
Success of teaching will be best measured with classroom action 
research. Classroom action research is a research that relates with how 
teaching done in a class. Classroom action study is not only useful for 
developing and improving the teaching process in lectures, but also for 
improving the quality of the curriculum at a wider point of view. 
Classroom action research can help lecturers to discover the most 
appropriate way of teaching and teaching techniques depending on the 
class situation. Class action research, as such, is an integration of the 
teaching given by the lecturer as a student's ability and ability. 
 
Moosa (2012) mentioned, that action research is an effective plan for the 
professional development of teachers. Even Cunningham (2008) 
concluded that action research reflects an open-ended cycle, which 
means constantly, evaluating, planning, executing, and modifying as 
new information presents itself. Therefore, it may be concluded that 
classroom action research is a useful research in order to improve 
quality of education. 
                                               
1 Bina Nusantara University, anita.maharani@binus.ac.id 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 71 
Some classroom action research methods can be adapted, but in 
general, is to document teaching. Teaching materials and teaching 
evaluation are the beginning of the documentation. The purpose of 
material collection and evaluation is to measure the effectiveness of 
teaching and data that can be used as a continuous improvement. The 
advantages of class action research are, there is a new dimension 
added to the teaching documentation and to be a teaching portfolio. 
 
Action research is one of the most important application research types 
for social experinment, introducing several new policies and conducting 
oversight of the effects resulting from the experiment (Payne, Monl-
Turner, Smith and Sumter, 2004). And interestingly, teaching is no 
longer a one way method of delivering, ideally, it involves two way 
communication between lecturer and students. Burke (2011) mentioned, 
that active learning has become an important focus of pedagogical. 
Therefore, classroom action research is a way of measuring, whether 
the ideal of teaching method is achieved or not.  
 
The purpose of this research is to describe the result of teaching 
process delivered by lecturer of given subject, affect students 
understanding the subject matter. 
 
Action Research 
According to Stringer (2007), action research is a systematic approach 
to investigation that enables people to find effective solutions to 
problems they comfort in their everyday lives. While Brydon-Miller, 
Greenwood, and Maguire (2003) mentioned that action research is a 
work in progress. Therefore it may be concluded that, action research is 
a process kind of research, while activities done may be followed by 
other activities, or in short, the never ending process.  
 
Action research, according to Peter Reason and Hillary Bradburry in 
2001, may be defined as follow (Brydon-Miller, et all, 2003): A 
participatory, a participatory, democratic process concerned with 
developing practical knowing in the pursuit of worthwhile human 
purposes, grounded in a participatory worldview which we believe is 
emerging at this historical moment. It seeks to bring together action and 
reflection, theory and practice, in participation with others, in the pursuit 
of practical solutions to issues of pressing concern to people, and more 
generally the flourishing of individual persons and their communities.  
  
Payne, et al (2004) mentioned that action research has an objective to 
describe social phenomena, but not to make any different or change on 
studied social phenomena.  Therefore, action research is not meant for 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 72 
make any change but to describe an event that might stimulate further 
development.  
 
Classroom Action Research 
Some definitions of classroom action research are as follows (Santyasa, 
2007) according to Kemmis, McTaggart and Nixon (1992), Class action 
research is a form of self-reflection carried out by participants in a social 
environment (including the establishment of an enabling environment), in 
order to enhance rationality and fairness regarding, (a) participants in 
educational or social-environmental practices, (b) - the practice, (c) the 
situation in the practice. Whereas according Santyasa (2007) quoted 
from Jean McNeiff that research on action looks at practical ways in 
which the participant sees the results of the activity being implemented. 
Because action research is performed by practitioners as practitioners, 
and reflected on work results, therefore research on action is a practical 
form of self-reflection. 
 
Thus, class action research is a research based on the practice of 
teaching a class in the classroom by looking at the impact that is being 
taught from the teaching of their students in one teaching period (a 
particular semester). 
 
Benefits of classroom action research, among others: 
 The enhancement of professionalism in the development of the 
competence of the problem solving problems in the classroom (in 
Jones & Song (2005), Kirkey (2005), McIntosh (2005) and 
McNeiff (1992) 
 Increased personality, social and professionalism competence 
and experience of teaching roles, due to the reciprocity of the 
Students (processed from various sources) 
 Improved performance and creativity of teaching methods in 
educational institutions (processed from Prendergast, 2002) 
 
Here are the steps in classroom action research (Uhl Chamot, 
Barnhardt, Dirstine, 1998): 
 First step, choose a research question. Research questions, 
should be specific, can be answered and lead to significant 
information in the teaching or learning aspects. 
 Second step, decide which information will be used to answer the 
research question and how to collect information. Data collection 
can be done in a variety of ways, among others by using a 
lecture book meeting, student interviews, a questionnaire to 
students and a test. 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 73 
 Step three, analyze data. Data analysis can use statistical help or 
qualitative approaches. 
 Step four, write in the research report and combine with practice 
in the classroom that can be used for practice teaching and 
modifying teaching in the classroom. 
 
Curriculum of Management Studies in Universitas Paramadina (Source: 
paramadina.ac.id, 2010) 
 
The Management and Business study programs use a competency-
based competency-based curriculum to equip students with the 
appropriate competence of the business world. Currently, Prodi 
Manajemen dan Bisnis has three initiatives, namely Marketing 
Management, Human Resource Management, and Financial 
Management.  
 
A number of programs become important aspects that underlie the 
success of the Management of Business and Business. To support 
student insights, routinely, guest lecturers with different backgrounds are 
brought to extend the students' insights. Company visits and student 
workshops, scientific work done on a regular basis, to provide students 
with an opportunity to understand the academic and practical world. In 
addition, the Study Program requires all students to follow field practice 
or business simulation and write thesis, as a vehicle to build a theory 
and practice understanding. 
 
To obtain a bachelor's degree is mandatory for completing 144 credits, 
including 6 credits for thesis and 3 credits for field practice, which overall 
can be reached within three and a half years. Organizational Behavioral 
courses are in second semester, and are mandatory courses that must 
be followed by the Student Management Program. The Organizational 
Behavioral Course becomes a prerequisite course for Students who 
wish to choose the concentration of Human Resource Management. 
Identification of this classroom action research’s problem is, what has 
student understand about Organizational Behavior after seven 
meetings?. The limitation of this issue is that, at how far the student can 
clearly define the definition of Organizational Behavior. 
 
Organizational Behavior Studies 
Organizational Behavior is a field of study that investigates the influence 
of individuals, groups and structures on behavior within the organization 
that aims to apply this kind of science to enhance the effectiveness of an 
organization (Robbins and Judge, 2008). 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 74 
While other expert opinions, according to Hellriegel and Slocum (2007), 
organizational behavior is a field of study that studies individuals and 
groups within the organizational context and is also a field of study that 
sees intangible processes and practices as it affects the effectiveness of 
individuals, teams and organizations. 
Thus, organizational behavior has the following keywords: 
 
A) Study area 
B) Influence 
C) Individuals 
D) Group 
E) Structure 
F) Behavior 
G) Organization 
H) Effective 
 
Overview of Organizational Behavior Teaching Method 
Organizational Behavior as subject matter, is a subject that must be 
followed by a student at Paramadina University Management Studies 
Program in the Second Semester (Even). Organizational behavior, in 
addition to compulsory subjects, is also a pre-requisite course for 
students who will take the concentration of Human Resource 
Management in the Sixth Semester (Even). Organizational Behavior, 
conducted for sixteen times (16) meetings. Among the sixteen times the 
meeting was conducted twice as a test (mid exam and final exam). 
 
Throughout the course, the lecture method applied is face to face 
between the students and the students, the students are expected to 
play an active role with the training that needs to be completed by 
students in the classroom and after class. Assessment provisions in this 
lecture are 30% for the task (independent and group), 35% for the mid 
exam, and 35% for the final exam. Both mid and final exam will be done 
in class, and students are required to answer without books. 
 
This research method is descriptive qualitative. The subjects of this 
study are students. The object of this study is the University of 
Paramadina, Jakarta. The duration of the study was seven weeks 
(February - March 2009), while data was taken during the midterm 
examination on March 16, 2009. The demographics of this study were 
10 women and 20 men. 
 
  
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 75 
This classroom action procedure is as follows: 
a. General idea 
In this general idea the researcher raised about how far the 
student can explain the definition of Organizational Behavior 
during the implementation of the mid exam. 
b. Field observation (observation) 
Observation in the field, researchers see the need to know how 
the student defines the definition of Organizational Behavior 
c. Theme determination 
The theme raised in this study is about redefining the definition of 
Organizational Behavior 
d. Classroom action research planning 
Classroom action research is planned throughout the course of 
the lecture (seven meetings before the eighth meeting) 
e. Action planning after research 
The results obtained after research will reflect on how the student 
can define Organizational Behavior, so the facilitator can perform 
activities to correct in the teaching 
f. Reflection 
The reflection of this classroom action research is to give an 
overview of the effectiveness of teaching and learning process 
implemented by the trainees for seven meetings (eight times until 
the implementation of mid exam) 
 
Analyzing classroom research’s data is by using textalyser.net. An 
internet service that allows researchers to analyze sentences. 
 
Results, as follow, A statement that approximates the definition of 
Organizational Behavior, as follows: 
a. Science that studies the influence of individuals, groups or 
structures on behavior within the organization with the aim of 
improving the effectiveness of an organization 
b. Knowledge that studies the influences of individuals, groups and 
structures on organizational behavior that aims to improve 
performance to be better and more effective in an organization 
c. A field of study that studies the influence of individuals, groups or 
structures on an organization or organization and this is done in 
order for the effectiveness of an organization to increase 
d. A science study of the human behaviors possessed in an 
individual, organization, group against the organization to 
enhance the effectiveness of an organization 
 
 
 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 76 
Statements that do not define Organizational Behavior, among others: 
 
a. Size of behavior or human action in a collection or status 
b. An activity in which we must engage in organizing, and must 
follow all existing rules within the organization 
c. Behavior in organization or how to behave within an organization 
d. Behavior in which we can position ourselves properly and 
properly in organizing 
 
Overall, from the rest of the students who redefined mentions the 
keyword Organizational Behavior, as follows: 
a. Study area: 10 people 
b. Influence: 16 people 
c. Individual: 26 people 
d. Group: 24 people 
e. Structure: 16 people 
f. Behavior: 27 people 
g. Organization: 32 people 
h. Effective: 17 people 
 
Results of data processing with total words of 722 words, using 
textalyser.net, obtained the following results. 
 
 
 
 
 
 
  
Number of different words : 186 
Complexity factor (Lexical Density) : 
25.8
% 
Readability (Gunning-Fog Index) : (6-easy 
20-hard) 
20.2 
Total number of characters : 5903 
Number of characters without spaces : 4999 
Average Syllables per Word : 2.76 
Sentence count : 37 
Average sentence length (words) : 
20.4
4 
Max sentence length (words) : 34 
(Learning or deeper into the behavior of an individual 
or group of individuals and how far their influence or 
what they do have a positive or meaningful impact on 
the continuity of an organization) 
Min sentence length (words) : 8 
(Someone's behavior in an organization that is helpful) 
Readability (Alternative) beta : (100-easy 20-
hard, optimal 60-70) 
-
47.5 
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 77 
Frequency and top level word(s) are as follow, 
 
Word Occurrences Frequency Rank 
Study area, influence, 
individual, group, 
structure, behavior, 
organization, effective 
Not found %  
The 48 6.6% 1 
In 37 5.1% 2 
A 33 4.6% 3 
Organization 30 4.2% 4 
Individu 29 4% 5 
Behavior 26 3.6% 6 
And 24 3.3% 7 
Group 23 3.2% 8 
Or 22 3% 9 
Organization 20 2.8% 10 
 
Conclusion 
Definition of Organizational Behavior, containing elements of the 
keyword: field of study, influence, individual, group, structure, behavior, 
organization, effective. Based on the data obtained, no student has 
revealed all the keywords in the form of sentences. Thus, it can be 
concluded that the most possibility of what happen within students was 
that they cannot explain organizational behavior in the form of 
sentences, or in a correct manner. This needs to be followed up by 
testing the students as to whether or not different opportunities can be 
explained about the definition of organizational behavior or otherwise. 
 
 
Resources 
Burke, Alison. 2011. Group Work: How to Use Groups Effectively. The 
Journal of Effective Teaching. Vol. 11, No. 2, 2011, P87-95. ISSN 
1935-7850  
Bydon-Miller, Marry; Davydd Greenwood, and Patricia Maguire. 2003. 
Why Action Research. Vol 1(1):9-28: 034201. SAGE Publications. 
London, Thousand Oaks CA, New Delhi.  
Chamor, Anna Uhl; Sarah Barnhardt and Susan Dirstine. 1998. 
Conducting Action Research In the Foreign Language Classroom. 
National Capital Language Resource Center. Washington, DC, USA 
Cunningham, Billie M. 2008. Using Action Research to Improve Learning 
and the Classroom Learning Environment. Issues in Accounting 
Education. Vol. 23, No. 1, February 2008. pp. 1-30 
Jones, P., & Song, L. 2005. Action research fellows at Towson 
University. http://www.nipissingu.ca/oar/PDFS/V832E.pdf 
Kemmis, S; R. McTaggart and R. Nixon. 2014. The Action Research 
Planner. XI, 200, p. 6. Springer.  
Innovative Issues and Approaches in Social Sciences, Vol. 10, No. 3 
 
  | 78 
Kirkey, T. L. 2005. Differentiated instruction and enrichment 
opportunities: An action research report. 
http://www.nipissingu.ca/oar/PDFS/V833E.pdf  
McIntosh, J. E. 2005. Valuing the collaborative nature of professional 
learning communities. http://www.nipissingu.ca/oar/PDFS/V82E.pdf 
Payne, B. K., Monl-Turner, E., Smith, D., & Sumter, D. (2004). Improving 
group work: voices of students. Education, 126 (3), p. 441-448. 
Sadruddin, Munir Moosa. 2012. Discipline-Improving Classroom 
Management Through Action Research: A Professional Development 
Plan. Journal of Managerial Sciences. January – June 2012, Vol. 6 
Isse 1, p23-42, 20p.1. ISSN 1992-4364 
Santyasa, I Wayan (2007). Metodologi Penelitian Tindakan Kelas. 
Makalah Workshop tentang Penelitian Tindakan Kelas (PTK) bagi 
Para Guru SMP 2 dan 5 Nusa Penida Klungkung, on 3oth Nopember 
to 1st December 2007. Singaraja: Universitas Pendidikan Ganesha. 
Stringer, Ernie T. 2007. Action Research. 3rd Edition. SAGE 
Publications. USA 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Classroom Research How Do Undergrate Students Define Oorganizational Behavior?

Meyliana, Meyliana

Check 42. The development of
integrated career.pdf
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International Conference on Information
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2015
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Kosala, Raymond

The general components of enterprise architecture framework in e-commerce: A systematic literature review

Bens, Pardamean

Form Reviewer "Classification of Imbalanced Land-use/land-cover Data Using Variational Semi-supervised Learning"

Binus University

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