Classroom Action Research

CLASSROOM ACTION RESEARCH A. Definition of Classroom Action Research 1. According to Elliot (1982) Action research is a study of social situations with the intention of improving the quality of actions in them. 2. According to the PGSM Project Coaching Team A form of reflective study by the perpetrator of the action, to increase the rational stability of the action in carrying out tasks, deepen understanding of the actions taken, and improve the conditions in which the learning practices are carried out. 3. PTK according to teacher perception Research conducted in the classroom using an action to improve the quality of the teaching and learning process in order to obtain better results than before. Therefore, it can be concluded that the definition of PTK or classroom action research itself is research conducted in the classroom that is reflective in nature to improve the quality of the learning process to help students achieve learning understanding. B. Objectives of Classroom Action Research There are several objectives of conducting classroom action research, including: • Improving the quality of education • Finding the right learning process • Solving problems in class • To foster an academic culture • Improving learning practices • Improving teacher professionalism C. Principles of Classroom Action Research In carrying out classroom action research, it is necessary to pay attention to the principles of implementation contained therein, namely: • Real activities in routine situations No need to have a special schedule or change an existing schedule. • Confidence to improve performance Related to the presentation of relevant topics, namely strategies, approaches, methods or ways to achieve results through essays or experiments. • SWOT as a basis Viewed from the perspective of the teacher who carries it out and the students who are the targets of the action, and carried out if the conditions of the teacher and students coincide • Empirical and systemic efforts Based on elements related to the entire system in relation to the object on which it works. • Follow the SMART principle when planning SMART itself stands for Specific, Manageable, Acceptable, Realitic, & Timebound. D. Benefits of Classroom Action Research There are several benefits of classroom action research for educators or teachers, some of which are: 1. Developing and improving professionalism 2. Challenging creative and innovative thinking 3. Playing an active role in developing knowledge and skills 4. Accustomed to overcoming various problems in learning 5. Increasing self-confidence In addition to being beneficial for educators, classroom action research is also beneficial for students, including: 1. Knowing learning weaknesses 2. Getting quality learning services 3. Improving learning outcomes and learning processes Classroom action research also has benefits for schools, namely 1. There is an increase and change and improvement in teacher professional performance 2. Role models in terms of education quality E. Characteristics of Classroom Action Research 1. According to Richard Winter (1996) • Reflective criticism The target of observation results regarding the background and action activities. Critical efforts are needed to enable the level of evaluation of changes. • Dialectical criticism Criticism of the phenomena being studied. • Collaborative Collaboration with other parties such as principals, teachers, students, and so on. The function of the collaborator is only as an assistant in this PTK, not the one who determines the success or failure of the research. • Risk a) hypothesis lapse b) demand for transformation • Multiple structure The view that the phenomenon being studied must include all the main components in order to be comprehensive. • Internalization of theory and practice Two different stages that are interdependent and function to support transformation. 2. Differences between PTK and General Research There are several differences that distinguish action research from general research that is usually carried out, including: • Problem solving activities by seeking scientific support • Efforts to develop teacher professionalism • Focus on solving practical problems, not theoretical ones • Starting from simple, real and clear problems • Collaboration between education practitioners • The main reason for PTK is wanting to know, wanting to help and wanting to increase knowledge F. Advantages and Disadvantages of Classroom Action Research 1. Advantages of Classroom Action Research • Collaboration creates a sense of belonging • Collaboration encourages creativity and critical thinking • Collaboration allows for change to increase • Collaboration increases the opportunity to solve problems 2. Disadvantages of Classroom Action Research • Lack of skills and knowledge of basic Classroom Action Research techniques on the part of researchers • The conclusions drawn are not universal and generally applicabl • Time is a major constraint, because researchers are directly involved in the research process G. Types of Classroom Action Research According to Mu'alimin (2014) there are four (4) types of Classroom Action Research that are often implemented, namely: 1. Diagnostic classroom action research Research designed to guide researchers towards an action to diagnose and enter a situation that exists in the research setting. Example: Researchers try to handle disputes, quarrels or conflicts between students at school or in class. 2. Participatory classroom action research Research that requires researchers to be directly involved in the research process from the beginning to the end of the research. The researcher's task starts from planning, supervision, recording, data collection, analysis to reporting research results. 3. Empirical action research Research that attempts to carry out an action and record what happens and what is done during the action. Research is concerned with storing records and collecting researcher experiences in carrying out activities. 4. Experimental classroom action research Research that attempts to apply techniques or strategies effectively in learning activities. The researcher hopes to be able to determine the most effective techniques or strategies in order to achieve learning objectives. H. PTK Models According to Juanda (2016) there are six (6) PTK models, namely: 1. Kurt Lewis Model PTK as a spiral cyclical process, includes: a) Planning, making lesson plans, preparing learning tools and media. b) Action, implementation of lesson plans in actual situations of initial activities (opening), core and closing activities. c) Observation, observing student behavior in learning activities, monitoring discussion/cooperation activities between groups, observing each student's understanding. d) Reflection (Reflecting), recording observation results, analyzing learning outcomes, recording weaknesses to be used as material for compiling the design for the next cycle. 2. Elliot Model PTK has a cycle consisting of several actions and each action consists of several steps, namely: a) Problem Identification, to see and find school problems. b) Investigation, to collect information on school problems. c) General Plan, initial plan to answer school problems. d) Implementation of Action Step 1, implementing/carrying out treatment in sample classes. e) Monitoring Evaluation, seeing and monitoring results, recording and recording the results of the next stage of implementation. f) Investigation, trying to reveal and explain the failure of influence. g) Revising General Ideas, re-making research plans with data from previous research results. 3. Hopkins Model The implementation of PTK forms a spiral, namely: a) Feeling a problem b) Making a plan c) Carrying out actions d) Conducting observations e) Conducting reflections f) Carrying out a re-plan g) Carrying out actions h) And so on back to the initial stage again. 4. Cycle Form Model PTK procedures in the cycle model, namely: a) Conducting reflection, the ongoing learning analysis process. b) Conducting preliminary studies, reviewing literature and conducting consultations. c) Preparing initial planning according to preliminary studies. d) Carrying out first round actions, implementing actions, conducting observations, and reflections. e) Preparing a second stage plan (reflection result plan). f) Carrying out second round actions according to plan, such as stage one level. 5. Kemmis & MC Taggart Model PTK is a spiral cycle in the form of devices or strands with each device consisting of four components, namely: • Preparation of planning • Implementation of actions • Observation / observation • Reflection 6. McKernan Model Emphasizes research with "Time Process", and for the steps of PTK implementation, namely: • Identifying problems • Limiting problems and objectives • Assessment of subject needs / hypotheses I. PTK Cycle There are four (4) stages in the PTK cycle, namely: 1. Planning Preparing an action plan, determining the focus of the event/problem, and creating an observation instrument. The stages in detail are: • Identifying and Analyzing the Problem • Determining the Reason for the Research • Formulating the Problem Clearly • Determining How to Find the Answer • Determining How to Test the Hypothesis • Creating a detailed Action Plan 2. Action Implementation of strategic plans and learning scenarios which are generally carried out within 2 to 3 months. Details of the actions that must be included in the scenario or action plan, namely: • Step by step activities to be carried out • Activities expected to be carried out • Activities to be carried out • Details of the type of learning media • Types of data collection or observation instruments, along with how to use them 3. Observation The act of observing without the intention of justifying a theory or refuting it. The benefits of observation will be realized if feedback is carried out carefully in the following ways: • Done within 24 hours after the action activity is carried out • Based on factual data in the field • Interpretation is given first by the teacher • Based on systematic & careful field notes • Factual data is interpreted based on criteria • Observation results are discussed with research partners There are several things that must be considered in conducting professional observations, namely: a. Pay attention to the focus of the research • General Activities, everything that happens in the classroom that needs to be observed, commented on, and recorded in field notes • Special Activities, based on special circumstances in the classroom according to the results of previous discussions. b. Determining observation criteria • Discussing the measurements used in the observation. • Purpose, avoiding misunderstandings between research partners. • As a determinant of whether the collection of research data is in accordance with standards or not. There are three observation methods commonly used, namely: a. Focused observation Observation that focuses on certain actions in the classroom, such as teacher efforts to raise enthusiasm for learning and provide responses to teacher questions. b. Structured observation Observation that has references related to the criteria observed as a result of discussions with research partners. c. Systematic observation Observation conducted using a list of questions/questionnaires in collecting data. 4. Reflection The act of remembering and reflecting on the results of observations, understanding the process, problems, issues and real obstacles in strategic actions, thoroughly reviewing the actions that have been taken, based on the data collected and conducting evaluations in order to perfect the next action. The following are important activities in observation: • Reflecting back on actions • Answering the causes of situations and conditions • Estimating solutions to complaints • Identifying obstacles/threats • Estimating the consequences & implications • Analysis of observation data