Learning
DEFINITION OF CASE STUDIES, TYPES OF CASE STUDIES AND CASE STUDY OBJECTIVES
According
to Bogdan and Bikien (1982) the case study is a detailed examination of a
single background or a subject or document storage or a particular event.
Surachrnad (1982) limits the case study approach as an approach by focusing on
a case in a comprehensive and detailed manner . While Yin (1987) provides a
more technical limitation with emphasis on its characteristics. Ary, Jacobs,
and Razavieh (1985) made it clear that in the case study the researcher should
attempt to test the unit or individual in detail. The researchers tried to find
all the important variables.
Based
on these limits it is understood that the limits of case studies include: (1)
the research objectives may be human, events, background, and documents; (2)
the goals are examined in depth as a totality according to their respective
background or context in order to distinguish between the various relationships
among the variables.
Susilo
Rahardjo & Gudnanto (2011: 250) case study is a method to comprehend
individuals who are done in an integrative and comprehensive way to obtain a
deep understanding of the individual and the problems he faces with the
objectives of the problem can be resolved and obtain good self-development.
A
similar opinion conveyed by Bimo Walgito (2010: 92) case study is a method for
investigating or studying an individual event (curriculum vitae). In this case
study method required a lot of information to obtain materials that are rather
broad. This method is an integration of data obtained by other methods.
While
W.S Winkel & Sri Hastuti (2006: 311) stated that case study in the
framework of guidance services is a method to study the state and development
of students in complete and in-depth, with the aim of understanding student's
individuality well and help him in further development.
From
the above understanding can be concluded that case study is a method of
collecting data comprehensively covering physical and psychological aspects of
the individual, with the aim of gaining a deep and comprehensive understanding.
B. Types of Case
Studies
Historical
case studies of the organization, focused on the attention of certain
organizations and within a certain time, by tracing the development of its
organization. This case study is often less likely to be held, because the
source is insufficient to work on at a minimum.
The
case study of observation, prioritizing data collection techniques through
participant observation, while the focus of the study on a particular
organization .. The parts of the organization that became the focus of his
study include: (a) a certain place in the school; (B) a group of students; (C)
school activities.
A
case study of living history, which attempts to interview one person with the
intention of collecting the first person's narrative with a distinctive
historical possession. Live history interviews usually reveal the concept of a
career, the devotion of one's life, from birth to the present.
Case
study of community, is a study of community cases focused on a neighboring
environment or community, not a particular organization.
Case
study of situation analysis, this case study type attempts to analyze the
situation against a particular event or event. For example the occurrence of
student expenditure at a particular school, it must be learned from the
perspective of all relevant parties, ranging from the students themselves,
their friends, parents, principals, teachers and perhaps other key figures.
Microethnography,
is a type of case study conducted on a very small organizational unit, such as
a section of a classroom or a very specific organizational activity in children
who are learning to draw.
C. Purpose of Case
Study
As
is the case with other research objectives in general, researchers who use case
study methods aim to understand the objects they examine. However, unlike other
studies, case study research is aimed specifically at explaining and
understanding the object that it examines specifically as a 'case'. Related to
this, Yin (2003a, 2009) states that the purpose of using case study research is
not just to explain what the object is being studied, but to explain how it
exists and why it can occur. In other words, case study research is not just
answering research questions about what the object is, but more thoroughly and
comprehensively is about 'how' and 'why' (meaning) the obtek occurs and is
formed as a And can be viewed as a case. Meanwhile, other research strategies
or tends to answer the question who (who), what (what), where (where), how many
(how many) and how much (how much).
Meanwhile,
Stake (2005) states that case study research aims to reveal the uniqueness or
uniqueness of the characteristics contained in the case studied. The case
itself is the cause of the case study research, therefore, the main objective
and focus of the case study research is In the case of the object of research.
Therefore, everything related to the case, such as the nature of the case, the
activities, the functions, the historical, the physical environmental
conditions of the case, and other matters relating to and influencing the case
should be examined, in order for the purpose to explain and understand the
existence of the case to be achieved Comprehensive and comprehensive.
In
particular, with regard to case characteristics as research objects,
VanWynsberghe and Khan (2007) explain that the purpose of case study research
is to give the reader his report on 'it feels to be in and involved in an
event', by providing a very detailed contextual analysis of events The. For
that reason, case study researchers should carefully describe the event by
providing insights and other things and describing the specificity of the
event. For more details, note the following quote:
Case
studies aim to give the reader a sense of "being there" by providing
a highly detailed, contextualized analysis of an "an instance in
action". The researcher carefully delineates the "instance,"
defining it in general terms and teasing out its particularities (VanWynsberghe
and Khan, 2007, 4).
D. Learn more about
Case Studies
Often
questions arise about a case study research problem. The question is not only
from students but also from other parties who have a research interest.
In
qualitative research tradition is known case study terminology as a kind of
research. Case studies are defined as methods or strategies in research to
uncover specific cases. There is also another sense, the result of a study of a
particular case. If the first sense refers more to the research strategy, then
the second understanding is more on the research results. In this short
presentation is described the first sense.
In
addition to case studies, there are phenomenology, grounded theory,
ethnography, and etnometodology that fall into qualitative research variants.
The case study research focuses on one particular object that is raised as a
case to be studied in depth so as to unravel the reality behind the phenomenon.
For, the visible is essentially not something that is real (reality). It's just
the reflection of the one inside.
As
is usually the data acquisition in qualitative research, case study data can be
obtained from all parties concerned, either through interviews, observation,
participation, and documentation. Data obtained from various ways is
essentially to complement each other. There are times when the data obtained
from the interview is incomplete, so it must be sought through other means,
such as observation, and participation.
In
contrast to quantitative research methods that emphasize the number or quantity
of samples from the population studied, on the contrary case study case study
emphasizes the depth of understanding of the problem under study. Therefore,
case study methods are carried out intensively, in detail and deeply against a
particular phenomenon or phenomenon with a narrow scope. Despite the narrow
scope, the dimensions being excavated should be broad, covering various aspects
so that none of the aspects are left behind. Therefore, in case studies it is
highly irrelevant questions such as how many subjects are studied, how many
schools, and how many samples and so on. It should be noted that as a variant
of qualitative research, case study research emphasizes the depth of the
subject rather than the number of subjects studied.
As
with the nature of qualitative research methods in general, case study methods
should also be conducted against ongoing events or symptoms. Not a symptom or
event that has been completed (ex post facto). Unit of analysis can be
individuals, groups, institutions or communities.
It
needs to be practiced part and whole concept in case study type research. What
does it mean? Case study research should be done dialectically between part and
whole. That is, to understand certain aspects need to get a general idea about
that aspect. On the contrary, to obtain a general picture, it is necessary to
understand the specific parts in depth.
To
gain in-depth knowledge, case study data can be obtained not only from the
cases studied, but also from all those who know and know the case well. Data or
information can be from many sources, but it needs to be limited only to the
case under study. To obtain in-depth information on a case, a reliable
informant who qualifies as an informant is required, ie maximum variety, ie
people who know a lot about the problem under study, although not necessarily
have high academic degree.
The
question that often arises is what distinguishes case study research from other
research? Case study studies emphasize the depth of analysis in specific, more
specific cases. This method is very appropriate to be used to understand
certain phenomena in a particular place and a certain time too. For example,
about specific teaching methods, in certain educational institutions within a
certain time (which are still in process).
Another
question that is not less frequent is what the case study research results can
be generalized or generally applicable. Honestly I am troubled by the question.
For, in addition to the term generalization is not known in qualitative
research methods, case study results are not intended to be generalized,
because the scope is narrow.
As
its equivalent is known the term transferability, ie the results of that study
may apply elsewhere when other places have similar characteristics to the place
or locus where the research was conducted. Such transferability can be done if
research can be up to formal findings, not just substantive.
Generally
the research only ends on substantive findings, ie when the proposed problem
has been answered based on the data. In fact, there is one more step that must
be passed if the research is expected to be a good scientific work, namely the
stage of formal findings, in the form of a thesis statement of the results of
substantive findings abstraction. Good luck!
E. Evaluation in Case
study
Stake
(1995) states that a case study requires extensive verification through
triangulation and member checks. Stake suggests triangulation of information
that seeks to concentrate information directly related to "data
conditions" in developing a case study. Triangulation helps researchers to
check the validity of data through Checking and benchmarking the data. Further
Stake "offers" triangulation from Denzin (1970) that distinguishes
four kinds of tringulation as an examination technique that utilizes the use of
data sources, researchers, theories and methodologies.
For
member checks, Stake recommends researchers to check with the members involved
in this case study study and represent their peers to react in their own views
and situations to the data that the researcher has organized. Stake further
provides a "checklist of criticisms" for case study reports and
divides them into 20 criteria to assess a good case study report as follows:
·
Is
the report easy to read?
·
Is
the report generally appropriate, ie each sentence contributes to the overall
report?
·
Does
the report have a conceptual structure (eg theme or issue)?
·
Are
the issues developed seriously and scientifically?
·
Is
the case well defined?
·
Is
there a story in the presentation?
·
Does
the reader provide insights from some of his representative experiences?
·
Are
quotes used effectively?
·
Are
heading, figures, instruments, attachments, indexes used effectively?
·
Is
the report edited properly?
·
Is
the reader advised to make a statement either through or under interpretation?
·
Has
adequate attention been paid to a variety of contexts?
·
Will
good raw data be displayed?
·
Are
the data sources well chosen and sufficient?
·
Are
the observations and interpretations that have emerged been triumphant?
·
Does
the researcher's role and perspective appear well?
·
Will
the "nature" of the intended audience appear?
·
Is
empathy addressed for all aspects?
·
Is
the author's personal intentions reviewed?
·
Does
the report appear and risk individuals?
While
Robert K.Yin proposed the procedure of case study report as follows: (1) when
and how to start a writing; (2) case identification: real or subtle; (3) a case
study review: a validation procedure. To compile a story in a case study,
Asmussen & Creswell (1995) tried to study a qualitative case study of
"campus response to a shooter student" through a substantive case
report from Lincoln & Guba. This Lincoln & Guba format starts with:
1.
Prove
an explanation of the problem, a detailed description of the context or the
observed settings and processes, a discussion of important elements and
ultimately compiling research results through "lessons learned".
2.
After
introducing the case study with the problem of violence on campus, then the
author gives a detailed description of the setting and chronological events.
Then move on to the important themes that emerged in the analysis. This theme
is divided into two themes: organizational themes and psychological or
socio-psychological themes.
3. Collect
data through interviews with informants, observations, documentation and
audio-visual materials. By asking the following things: What happened? What is
involved in the eventual response? What theme of response emerged for 8 months
?; What constructororiitis is uniquely developed in this case?
4.
Narrative
describes events by linking the context to the wider work framework
5.
Perform
case verification using multiple data sources for a theme through triangulation
and member checking.
Reference:
John W. Creswell. (1998). Qualitative Inquiry And Research
Design: ChoosingAmong Five Traditions. London: SAGE Publications
Rahardjo, Susilo & Gudnanto.(2011). Pemahaman
Individu Teknik Non Tes. Kudus: Nora Media Enterprise
Robert K. Yin. (1989). Case Study Research Design and
Methods. Washington: COSMOS Corporation
Walgito, Bimo. (2010). Bimbingan dan Konseling Studi
& Karir. Yogjakarta: Andi
Winkel, WS & Hastuti, Sri.(2004). Bimbingan dan
Konseling Di Institusi Pendidikan. Yogjakarta: Media Abadi.
http://binham.wordpress.com/2013/06/05/pengertian-studi-kasus/
http://id.wikipedia.org/wiki/Studi_kasus
http://penelitianstudikasus.blogspot.com/2010/05/normal-0-false-false-false-en-us-x-none.html
http://mudjiarahardjo.uin-malang.ac.id/materi-kuliah/203-mengenal-lebih-jauh-tentang-studi-kasus.html
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