THE CONCEPT AND APPLICATION OF “GAME” IN PRIMARY SCHOOL

THE GROUNDED THEORY STUDY: THE CONCEPT AND APPLICATION OF “GAME” IN PRIMARY SCHOOL IN THE INDUSTRIAL ERA 4.0
(KONSEP DAN APLIKASI "PERMAINAN" DI SEKOLAH DASAR DI INDUSTRI ERA 4.0)

Dosen Pengampu:
Prof. Marsigit, M.A (Yogyakarta State University)
Prof. Ruyu Hung, Ph.D (National Chiayi University)

CHAPTER I

INTRODUCTION

A.      Problem Background

Play is a part of children's lives. Playing for a child has its own dimension which is sometimes underestimated by the community. Based on Smith and Pelligrini's report (2008) shows that play fulfills 3-20% of a child's time. If we convert it into units of time that is hours, then the child's play time can be up to 4.8 hours per day. This time is certainly not a short time, there will be a big positive impact if the play time is worth learning. Even Vygotsky (1969) said that play is a source of child development, especially for aspects of thinking.

Play is one activity that has unique elements that may be difficult to grow in other student activities. These elements include: (1) for self-interest or motivation from within, (2) not oriented towards the end result, (3) flexible, (4) active, (5) positive, (6) voluntary and (7) pleasant. By playing a child can freely explore the abilities themselves according to the type of game used.

Benjamin Franklin (in Granic, 2014:66) says “ The game of Chess is not merely an idle amusement. Several very valuable qualities of the mind, useful in the course of human life, are to be acquired or strengthened by it, so as to become habits, ready on all occasions . . . we learn by Chess the habit of not being discouraged by present bad appearances in the state of our affairs, the habit of hoping for a favourable change, and that of persevering in the search of resources”. Benjamin's statement is in accordance with Einstein's belief (in Hudson, 1973) that "combinatory play" becomes an important part of a child's creative mind.

Playing games is considered as one of the creeks that gives students knowledge because they can discover more about themselves, the environment around them and the world they live in just by playing. The desire of students to participate in life also increases because of playing games (Sawalha in Dafalla, 2016: 174). It is known that playing games positively influences various aspects of growth, intellectual, social, emotional, movement, and language. The game also helps in building student character through effective student participation in fun and funny activities. Play also develops interpersonal communication and improves reading skills such as applications, and visual differentiation and encourages cooperation and participation among students. (Khattab & Arafat in Dafallah, 2016: 274).

Benjamin Franklin's views and Einstein's beliefs about the positive impact of play activities are not necessarily in accordance with the views of today's society. The reality in the field, when a group of children are playing, even a chess game like that delivered by Benjamin, the responses given by the community mostly view these activities as time-consuming and useless activities. This is in line with the results of a brief interview with parents of students about what activities have the potential to reduce children's learning achievement, there are always activities "playing" in the list of activities potentially reducing learning achievement according to parents. This of course creates confusion about the impact of games on children which may be sourced from the confusion of the game concept that is owned by the components of society and it is also possible that there has been a shift in the concept of play within a few decades.

Primary school students who are generally children are not given access to play, so students feel that learning at school is just a burden. Catron & Allen (1999) states that without the freedom and the feeling of pressure due to not channeling the child's energy will have a negative impact on child development.

Based on the data presented above, where many things are contradictory about the concept and application of games in this century, the background of researchers to submit a dissertation proposal.

B.       Identification of Problems

Based on the background above, the identified problems are as follows:

1.         There is a conflict between the child and parents where each has a view of the role of play.

2.         Elementary school students who are at the age of play are not given access to good games and are required to always learn conventionally which tends to ignore student development.

3.         The development of technology plays a major role in the creation of the latest games that can trigger negative impacts on children.

4.         Industry era 4.0 requires everyone to develop complex abilities, games as a means of training the skills needed when less is found.

C.      Formulation of Research Issues

Referring to the identification of the problem as explained above, the researcher formulated in several questions, as follows.

1.         What is the description of the use of games in elementary school students in the industrial era 4.0?

2.         Does the ‘game” currently developing meet the needs of elementary school students playing?

3.         What is the impact of the current modern game on the development of elementary school students?

4.         What components should a good game for elementary school students have?

5.         What is a good game concept for elementary school students in the industry 4.0 era?

D.      Research objectives

The purpose of this research, that is:

1.         Describe the use of games in elementary school students in the industrial era 4.0.

2.         Describe whether the "game" that is currently developing has met the needs of playing elementary school students.

3.         Describe the impact of the current modern game on the development of elementary school students.

4.         Describe the components that must be owned by a good game for elementary school students.

5.         Describe good game concepts for elementary school students in the industrial era 4.0.

E.       Research Benefits

This research is expected to contribute to the development of games in the world of education, both theoretically and practically.

1.    Theoretical Benefits

The results of the study provide an overview of the use of games in elementary school students as well as good game concepts for elementary school students in the era of industry 4.0. It is expected that by having the same concepts between students, parents and teachers, forming a play-friendly environment that does contain elements of Education in accordance with student development.

2.    Practical Benefits

Practical benefits for researchers from this research are as a form of self-actualization of the knowledge possessed and a reference in the development of research on the next game. In addition, the results of this study can be a reference in making games, especially games for elementary school students, especially those based on education.

CHAPTER II

THEORETICAL STUDIES

A.      The fact of the play

According to Smith and Pellegrini (2008) play, an activity carried out for self-interest, carried out in pleasant ways, not oriented to the final result, flexible, active, and positive. In other words, playing is not done for others, but for your own sake. These activities are carried out voluntarily, without coercion or pressure from outside parties (Hurlock, 1997). The element of play that is for self-interest or motivation from within, is not oriented to the end result, flexible, active, positive and voluntary, makes educators jealous and often adopts this concept in learning for children.

In the practice of learning in the field, students often learn by working principles. Similar to playing, work is a form of activity that has a positive effect, but the pleasant element of work does not always emerge. This reflects student learning activities at school that are often carried out only because of outside motivation and even coercion from parents. So that two words appear that are used to describe the difference between play and work, where play is associated with the word "can" while working is associated with the word "must". These two activities are very important to be interpreted as an understanding capital in placing the position of student activities that should be. This is in accordance with the advice of Wing (1996) which states that for them, playing is a necessity, while work is a must. Further differences regarding the concepts of children's play and learning are shown in the following table 2.1.

Matrix 1.

Experts' Perceptions about the Play-Working Continuation of Children

(processed from Lisa A. Wing, 1996)

Play	The Realities of Activity	Work
Free to explore objects. Generally involves other objects or manipulative. No need to be serious, process oriented. It doesn't have to be resolved	Activities may be designed by the teacher, but allow discovery and creativity. The activity is self-selected but requires concentration or detailed attention. Regular and academic content.	The activity is designed and under the instruction of the teacher, product oriented. Usually involves pencil and paper. Sometimes it requires seriousness, like a project. Must be resolved.
	Children's Involvement
Focused on children's interests Usually physically active with little mental concentration or cognitive activity exhibited by the child. Can interact freely with a partner. Always fun.	The intent is teacher-centered but child-friendly. Able to interact freely with a partner. It's usually fun.	Requires concentration and cognitive activity of children. Physical, usually not actively adapted to the type of work. Sometimes there is interaction with a partner. It's fun.
	Teacher Involvement
Little teacher expectations. Rarely evaluated..	Generally there are teacher evaluations.	Centered on the expectations and intentions of teachers. The output is evaluated by the teacher.

Student pre-playing activities that are often forgotten by teachers in adopting the concept of play are exploratory activities. This exploration activity is carried out before the child plays, where the child tries to recognize a new game before actively playing the game. This exploration activity will be very visible when students try to play games with rules. The child will try to recognize patterns and rules that apply in the game and use them as guidelines in play.

B.       The Importance of Play for Children

According to Herbert Spencer (Catron & Allen, 1999) children play because they have excess energy. The excess energy encourages children to always move. Playing positions itself as a container for achieving freedom and channeling creativity. At least according to Catron & Allen (1999) play activities affect six aspects of child development, namely aspects of self-awareness (personal awareness), emotional, social, communication, cognition, and motor skills. The role of play for children is explained as follows:

1.         Play Develops Children's Cognitive Abilities

According to Vygotsky (1969), children do not necessarily master knowledge due to maturity, but rather because of active interactions with their environment. Play, in this perspective, provides space for children to construct knowledge through active interaction with various aspects involved, such as roles and functions. Children are active individuals, who in the process of play involve themselves to develop the concepts needed, such as understanding the form of objects, the functions of objects, the characteristics of objects. Children also develop abstract concepts, such as rules, certain values, and culture.

A recently published meta-analysis (Uttal et al., 2013) concluded that the spatial skills improvements derived from playing commercially available shooter video games are comparable to the effects of formal (high school and university-level) courses aimed at enhancing these same skills . Further, this recent meta-analysis showed that spatial skills can be trained with video games in a relatively brief period, that these training bene fi ts last over an extended period of time, and crucially, that these skills transfer to other spatial tasks outside the video game context (in Granic, 2014: 68).

2.         Playing Developing Self-Awareness

Through play children discover, develop, imitate, and practice the daily routine of life. The success of this effort raised their sense of competence and encouraged them to make daily decisions independently, such as choosing story books, playing with dolls, arranging blocks, and arranging for sleep, and bathing. Play allows students to experiment with some of the rules created through mock games. This will provide opportunities for children to take several decisions from the specified conditions.

Playing gives confidence to make decisions and realize the consequences of decisions taken. With the rules that may be made by children themselves or the rules of the game itself gives students the ability to adapt and be disciplined to the values of the prevailing norms.

3.         Play Develops Children's Socio-emotional

According to Erikson (1963), play helps children develop a sense of self-worth. Granic (2014) states that play may be one of the most efficient and effective ways that children and adolescents use to produce positive feelings. Several studies have shown a causal relationship between playing video game choices and increased mood or increased positive emotions (eg, Russoniello, O'Brien, & Parks, 2009; Ryan, Rigby, & Przybylski, 2006). Granic (2014) provides an example of research from Russoniello et al that shows that playing video game puzzles - games with minimal interface, short-term commitment, and high level of accessibility (for example, Angry Birds, Bejewled II) - can improve player mood, improve relaxation, and ward off anxiety.

4.         Playing Developing Children's Motor

The positive impact of play for children's motor development can be seen from children's play activities on the types of games that require movement. Examples of such games are Umper Plots, and other sports-based games, including popular sports games such as soccer or volleyball. In general, children's motor development is divided into two types, namely gross motor development and fine motor development.

5.         Play Developing Children's Languages

The development of the game is very rapid, in the past few decades games that can develop children's language or communication skills are only seen in group games where the players interact with each other directly. In the Entertainment Software Association report (2012) it was mentioned that More than 70% of gamers play their game with a friend, both cooperatively and competitively. This is supported by the ability of the latest games to be able to facilitate players to communicate with other players, even with long distances.

CHAPTER III

RESEARCH METHODOLOGY

This chapter will describe the research methodology that will be used in this study which includes: (1) research design; (2) participants, time and location of research; (3) data collection techniques; (4) data analysis and (5) data vayitas testing techniques of research results. Explanation of aspects in this research methodology is important as a guideline in conducting research.

A.      Research design

This study will use qualitative research designs with the Grounded Theory research method. Straus and Cobin (2015: 5) explain that qualitative methods can be used to uncover and understand something behind a phenomenon that is not yet known. Grounded Theory is a methodology that attempts to construct theories about important issues of community life (Glaser, 1978; Glaser & Strauss, 1967; Strauss & Corbin, 1998). The selection of the Grounded Theory method is expected to provide researchers the flexibility to study and analyze various phenomena encountered in the field and to inductively and deeply discover concepts from the empirical data found.

The selection of GT research methods is very appropriate to answer the objectives of this study which seeks to develop a new theory about the concept of the game and its application in elementary school in the era of the industrial revolution 4.0. Strauss & Corbin (1990) states that GT research gives researchers an ability to derive theories in the context of data collected and analyzed through a research process. By not bringing ideas, ideas or concepts that have been taken into consideration in proving the truth, the GT method requires researchers as the main instrument to actively collect data, provide codes and categories as interpretations of the data found and comparatively analyze the codes and categories. before carrying out the interpretation and interpretation of the results of the study.

The GT approach used in this study refers to Anselm Strauss's view which permits a systematization of research aimed at directing research to be more focused and sensitive to the problem under study. This is based on the extent of coding that might be found in the field given the nature of GT research that flows according to the facts found.

Considering the purpose of this research, various aspects, steps and encoding are broad, so it needs to be systematized so that the direction of research is clearer. This dissertation borrows Dimensional Analysis (Dimensional Analysis) submitted by a GT figure, namely Schatzman (1991 in Kools et al. 1996). Dimensions refer to the ability of individuals to deal with the complexity of a phenomenon. Dimensions include categories built on the results of categorization or encoding, which at the same time oversees the properties which are conceptual components. The dimensions, categories and properties in this dimensional analysis include four aspects, namely context and condition, process (action-interaction) and consequences. The schematic of the general framework shown is as follows.

Aspects /steps of data analysis	Coding	Memoing	Dimensional Analysis
Constant Comparative	selective coding	Memeoing	Properties	Categories	Dimensions	The consequences	Core dimensions
Theoretical   sampling	axial coding					Strategy / Interaction Process	Conceptual   categories
Categories	open coding					Context /Condition	Primary Dimension

Figure 3.1 Matrix of Dimensional Analysis in Grounded Theory

Source: adapted from Schatzman (1991 in Kools et al 1996).

In this research design using the Grounded Theory method, it will be explained and elaborated on the implementation of GT accompanied by an explanation of the characteristics of the participants, time, location of the study, collection, analysis and validation of the data.

B.       Participants, Time and Location of Research

1.      Participants of Research

The determination of participants in GT research is very influential on the success of the study. Participants as sources of research data were selected using a theoretical sampling approach. Theoretical sampling approach is done by taking a sample based on concepts that have proven theoretically related to the theory being compiled. Strauss and Corbin (2015: 198) state that the purpose of theoretical attachment is to take a sample of events, incidents and some of them that show their categories, nature and size so that they can be arranged and linked conceptually.

Participants in GT research are determined by the objectives of the study itself, where researchers determine participants who can provide data in accordance with the phenomena to be discussed. In this study the temporary participants determined were as follows: (1) elementary school students in five elementary schools in Semarang City; (2) Teachers from primary schools who are determined according to research needs; (3) Parents of students; (4) Semarang City Education policy makers; and (5) Media and Education experts; and (6) Game Creator in Semarang City.

The number of participants in GT research can increase according to research needs. Although there is no standard measure of the number of participants needed in research, according to Cresswell (2013) to be able to build and produce a good concept in GT research between 20 and 30 participants are involved in the data collection process. The main benchmark in determining the number of participants is when the data that has been collected is at its saturation point.

2.      Time and Location of Research

The research will be carried out in Semarang where students, teachers and parents are in the environment of 5 elementary schools in Semarang City, namely SDN Sampangan 01, SDN Ngaliyan 01, SDN Gunungpati 03, SDN Banyumanik and SDN Padangsari 02. Whereas for experts consisting of media experts learning at the Semarang City Education Office and expert game makers at a company in Semarang City Sampangan.

The city of Semarang was determined as the location of the study because it has a diverse elementary school environment, from rural to urban culture. With the diversity of cultures, it is expected to be able to find complete data so as to answer the objectives of the research.

The time of the study is conducted for 1 year from January 2020 to December 2020. The estimated time is expected to cover the entire research process to the conclusion of the study or answers to the research. Given that GT research is flexible, the estimated time can be reduced or may increase according to the real conditions on the ground.

C.      Data collection

Data collection techniques that will be used in this study are observation, interviews, document analysis and literacy studies. While the position of researchers in research is quite complex, the researcher is also a planner, executor, data collector, analyzer, interpreter, and finally as the final reporter of the research he did (Moleong, 2002: 168). GT characteristics that position researchers as the main instrument in research have an important role in the process of data collection (Lincoln & Guba, 1985; Merriam, 1998; Arikunto, 2010; Sugiyono, 2014). The role of researchers as the main instrument will be very visible especially during in-depth interviews (in-dept interview) and observation. The use of document analysis methods and literacy studies is used to strengthen the theory if needed.

1.         Observation

Satori & Komariah (2014: 105) states that observation is observation and direct visit to an object to find out the existence, situation, context and meaning in an effort to collect research data, so that what is going on cannot be separated from observation and can be seen clearly. By using the observation method the researcher can observe directly and obtain data from the object being observed. According to J.P Spradley (Satori & Komariah, 2014: 111), that each social situation there are three components that can be observed, namely: 1) space or place in the physical aspect; 2) the actor or actor is the person involved in the situation; 3) activities (activities) which include objects, actions, events, events and times.

In this study, observations were made to find out students' interactions with the game and how other participants responded to student play activities. By observing several objects of observation it is expected that researchers can find patterns and concepts that support the theory that they want to build.

2.         Interview

Interview is the main method in this research. In the study, it is possible for researchers to conduct more than one interview until the data and categories are saturated. The interview technique used was an interview with unstructured questions (unstructured interview). Even so, interviewers still first prepare questions and or plan topics that will be asked that are general in nature, while the direction of the concept of the question will flow according to the answers of the participants. Researchers can plan and arrange questions from the answers obtained to obtain data that supports research Interview of experts / experts about thoughts, theories, philosophical studies, substance, characteristics studies can help researchers to theoretically and sensitively explain the wider conditions that are might support phenomena that occur during the course of the study (Strauss & Corbin, 1998).

Data collection techniques using interviews have several advantages, as stated by Creswell (2007: 226) that "some advantages are that they provide useful information when you cannot directly observe participants, and they permit participants to describe detailed personal information". These advantages are important in this study, because most of the data in the form of ideas, concepts and perceptions from each participant will be more obtainable through in-depth interviews.

3.         Document Analysis

Document study is a complementary method of using observation and interview methods in qualitative research. Documents can be in the form of pictures, photographs, event records, history, achievement records or biographies. The document study in this study was carried out by collecting research supporting documents, learning achievement records, teacher's diaries and other documents that could support the formation of game concepts in the industrial era 4.0

4.         Study of literature

Literacy studies are used to uncover various theories related to research problems. Literature is material that is published regularly or periodically (Satori & Komariah, 2014: 152). According to Strauss Cobin (2015: 39), GT, both technical and non-technical literature, plays an important and varied role related to research. The forms of technical literacy can be in the form of study results, research results, and scientific work. And non-technical literature can be in the form of letters, diaries, newspapers and so on.

D.      Data analysis

Data analysis and data collection in GT research is an interrelated process. Steps in data analysis according to Strauss and Corbin (1990) emphasize three main aspects, namely: 1) category that is the unit of information consisting of events, events and examples, 2) theoretical sampling is samples selected from interviews with participants to assist researchers in forming theory adequately, 3) constant comparative, data analysis that is the process of taking information from data collection and comparing it for the appearance of categories.

The process of data analysis is carried out to systematize data from data collection that is usually done by coding. This includes data breakdown, conceptualization and rearrangement of concepts in new ways (Strauss and Cobin, 2015, p. 51). Coding consists of three main parts, namely: open coding, axial coding and selective coding.

1.         Open Coding

Open coding is an initial data collection, with the process of deciphering, checking, comparing, conceptualizing and categorizing data. Open coding is done through several processes, namely: 1) phenomenon labeling; 2) discovery and category naming; 3) compilation of categories (Strauss and Corbin, 2015, pp. 57-68).

1)        Phenomenon Labeling

Labeling a phenomenon is giving a name to objects, data, events or information obtained. As one of the data conceptualization activities, researchers must provide appropriate naming during observation and interviews.

2)        Discovery and naming of categories

The next process in open coding is the discovery and naming of categories. The discovery and naming of categories is an attempt to group the same concepts. This categorization will reduce the data according to the nature and substance that is expected to be summarized so that it is easier to be induced.

3)        Arrangement of Categories

The preparation of categories is the process of systematizing categories according to their nature and size. The purpose of systematization is to make links between categories and subcategories and main categories.

2.         Axial Coding

The result of open coding is in the form of a data shaft called axial coding. So axial coding can be interpreted as a procedure of placing data back in new ways, by making links between categories and sub-categories that will produce core phenomena (core phenomena). Data that has been described and identified in the coding phase is open (open coding) such as categories, nature and size, then in coding the pivot will be put back together in a new way by making connections between the categories and subcategories (Strauss and Corbin, 2015, p. 100)

Pivot coding is focused on the specification of categories (phenomena) based on the conditions that give rise namely 1) context, a number of special characteristics of categories and causal conditions (factors that cause core phenomena; 2) the process is an action or action to deal with, manage and carry out the preparation of categories ; 3) consequences are the results or consequences of actions and interactions. Strauss (1978) emphasizes that axial coding must test elements such as sentence states, interactions between subjects, strategies, tactics and consequences. Strauss and Corbin (1998) describe this process as an activity of matching parts of a pattern that is still a puzzle.

In this stage according to Strauss and Corbin (1990), researchers can ask the following questions:

a.         Can existing concepts be divided into sub dimensions or sub categories?

b.        Can some concepts that are closely related be combined into more general concepts?

c.         Can the categories be organized into a sequence, or from a physical location, or from their relationship to the main topic of concern.

3.         Selextive Coding

Selective Coding is the process of integrating and filtering categories so that each category has a relationship with the core categories (Strauss and Corbin, 1998). This last stage is carried out when the researcher is ready to do the final coding and has identified the main themes. In this coding, researchers look selectively for cases that illustrate the themes of previous coding results and make comparisons after almost all data has been collected completely. It can be said that in selective coding, researchers identify a story line (story line) and write stories that integrate categories in the axial coding model (Creswell, 2007: 67).

The research problem in GT is still general in nature, there is a large amount of data with categories and relationships between categories / subcategories which are numerous and varied and have not focused on a certain point. To simplify the process of merging and / or selection is needed systematically. Steps to simplify data, by combining all categories, so as to produce a specific theme. The concepts used in the incorporation are more abstract than the terporos coding concept. This method is the most difficult task of researchers, so that the theoretical sensitivity of researchers plays a role. The essence of the merging process is how researchers can find theoretical spirits from all categories, which may not seem explicit but are captured by the researcher's mind. The work stages suggested in the Selective coding process are as follows:

a.         Reproducing the story line or arrangement of data into a framework of thought.

b.         Identify data by writing a few short sentences that contain the core of the story or data.

c.         Summing up and coding one or two sentences as a core category.

Determination of core category choices. One core category was chosen, the other as an additional category that was not the core of the discussion in this study. At the merger and / or selection stage, the researcher actually arrived at the discovery of the main research theme. In general, qualitative methods assume research has been completed on the discovery of this theme. Another thing in Grounded Theory, the main theme (which has been found) is seen as the basis for formulating the main problems and research hypotheses. Therefore, researchers need to formulate the main problems and research hypotheses. Based on the problem and the hypothesis, the researcher must return to the field to validate or prove it. The results of the proof are the findings of the study, which are referred to as theories.

4.         Memoing

Memoing is the process of recording the thoughts and ideas of researchers when they occur during research (Glasser, 1998). Memo writing must be given top priority because the idea of relationships between categories can emerge at any time and the researcher must record it immediately. In GT research, researchers cannot determine exactly what data will be found when collecting data, making memos will make it easier for researchers to find these relationships and can quickly and accurately respond to new information that might not have been thought of before. Alwasilah (2011: 76) that research type of grounded theory is a theory that was developed inductively during research and through continuous interaction with data in the field.

E.       Data Validity

The results of the study can be considered valid if they can meet the criteria of valid, reliable, and objective. The same thing applies to qualitative research where the validity test is carried out through: (1) internal credibility or validity: (2) dependability or reliability; and (3) confirmability or objectivity (Satori & Komariah, 2014: 164).

1.      Test of Credibility or Internal ValidityI

The credibility test in research is very important because the researcher as the main instrument of research is possible to have a subjective nature of certain information. The degree of trust test can be done through: (1) extension of the obedience; (2) increased perseverance / perseverance; (3) data triangulation; and (4) member checks.

Extension of observation is an attempt to increase the duration of research to observe more deeply the research environment. The research environment can be in the form of participants, people around, geographical and even social culture of the community. This is done to avoid biased data.

Increased persistence is related to the frequency and accuracy of researchers in collecting data. Accuracy of data in describing existing phenomena must be tested repeatedly including the accuracy of data categorization.

Data triangulation is a data collection technique by combining various data collection techniques and available sources. Collecting data with a variety of different methods then comparing the results of data collection whether it has experienced data saturation, which is a condition in which researchers conduct data collection but does not add data or new information anymore.

Member checking is done by giving participants the opportunity to check information absorbed by researchers. This is done to find out whether the information is in accordance with the sources or not.

2.      External Validity or Validity

Externality test or validity is done by looking at the level of usability of the results of research by others. Examples of the use of research results are used as a reference, studied elsewhere and or used or applied research results.

3.      Dependability

A qualitative study is said to be reliable if for each different researcher with the same process or in other words repeat the research will get the same results.

4.      Confirmability

The certainty test is done by tracking the data obtained based on its correctness and source of information. The more appropriate between the results of research with the research process carried out, it shows a high degree of certainty or confirmability.

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