Concept of Classroom Action Research

 Name: Faid Fajreza

NIM  : 202032075

Class : EED C

1. Definition of Classroom Action Research

    Classroom action research is a form of research that is conducted by teachers to improve their own teaching practice and student learning outcomes. It involves a systematic process of planning, implementing, observing, reflecting, and evaluating a change or intervention in the classroom with the aim of enhancing teaching and learning. 

2. Purpose of Classroom Action Research

    The ultimate goal of classroom action research is to generate knowledge that is relevant to the specific teaching context and can inform future practice. It is therefore an empowering and transformative approach to professional development, as it encourages teachers to take ownership of their own learning and growth as educators.

3. Characteristics of Classroom Action Research

    Classroom action research is characterized by the following features:

1. Individual: Action research involves working independtly on a project, such as an elementary school teacher conducting her own, in – class research project with her students

2. Collaborative: Classroom action research involves collaboration between teachers and students. Teachers work closely with their students to identify areas for improvement and to develop and implement interventions that address those areas.

3. Practical: The focus of classroom action research is on practical problem-solving. Teachers identify specific problems or challenges in their teaching practice and work to find solutions that are feasible and effective.

4. Reflective: Classroom action research is an ongoing process of reflection and adaptation. Teachers continually reflect on their practice and make adjustments to their interventions based on what they learn from their observations and evaluations.

5. Systematic: Classroom action research is a systematic process that involves planning, implementing, observing, reflecting, and evaluating interventions. It is designed to be a cyclical process, with each cycle building on the insights gained from the previous one.

4. Basic Principle of Classroom Action Research

    The basic principle of classroom action research is that teachers can systematically investigate and improve their own teaching practice by engaging in a cycle of planning, action, observation, and reflection. This approach is grounded in the belief that teachers are capable of engaging in meaningful inquiry and can contribute to the development of knowledge in their field.

5. Types of Classroom Action Research

   According to Chein (1990) there are 4 types of classroom action research

1. Class Action Research Diagnostic: research that is designed to guide researchers towards an action. In this case the researcher diagnoses and enters the situation contained in the research setting. An example is when researchers try to deal with fights, fights, conflicts that are carried out between students in a school or class.

2. Class Action Research Participants: a study is said to be a participant in class action research if the person who will carry out the research must be directly involved in the research process from the beginning to the results of the research in the form of a report.

3. Empirical Class Action Research: the researcher tries to carry out an action or action and discloses what was done and what happened during the action.

4. Experimental Class Action Research: class action research is carried out in an effort to apply various techniques or strategies effectively and efficiently in a teaching and learning activity. In relation to teaching and learning activities, it is possible for more than one strategy or technique to be determined to achieve an instructional goal.

2. Models of Classroom Action Research

1. The Kurt Lewin model in classroom action research is a model of change that emphasizes the importance of a cyclical process of planning, action, and reflection. This model is often used in the context of classroom action research as a framework for guiding the research process.

2. The Riel model is a model of classroom action research proposed by Jean Riel that consists of four phases: exploration, planning, action, and reflection. The model provides a framework for teachers to identify problems or areas for improvement in their teaching practice, develop and implement interventions or teaching strategies, collect data, and reflect on the results in order to improve their teaching practice.

3. The Kemmis and Taggart model is a widely-used model of classroom action research that consists of four stages: planning, acting, observing, and reflecting. The model provides a systematic approach for teachers to identify and address problems or areas for improvement in their teaching practice through the use of research-based inquiry

3. Procedure of Classroom Action Research

Here are the basic procedure of classroom action research project:

1. Identify a problem or research question related to teaching practice, classroom management, or student learning.

2. Create a plan for how data will be collected, analyzed, and interpreted.

3. Collect data using a variety of methods such as surveys, interviews, observations, or student assessments.

4. Analyze the data to identify patterns and insights.

5. Reflect on the findings and determine what changes or improvements can be made based on the results.

4. Steps in Classroom Action Research

1. Planning

In this phase you identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a forward-looking phase where you consider: what kind of investigation is possible within the realities and constraints of your teaching situation and what potential improvements you think are possible.

2. Action

The plan is a carefully considered one which involves some deliberate interventions into your teaching situation that you put into action over an agreed period of time. The interventions are ‘critically informed’ as you question your assumptions about the current situation and plan new and alternative ways of doing things.

3. Observation

This phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where you use ‘open-eyed’ and ‘open-minded’ tools to collect information about what is happening.

4. Reflection

At this point, you reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue you have explored more clearly. You may decide to do further cycles of AR to improve the situation even more, or to share the ‘story’ of your research with others as part of your ongoing professional development.

5. Models of Classroom Action Research-based Lesson Study

1. Model of Kemmis and McTaggart (2007)

  Steps in this kind of Classroom Action Research are applied cycle-to-cycle. First cycle is initiated with (a) early reflection to hold investigations in order to set area topic (thematic concern) which will be studied, and the will follow; (b) whole planning, (c) the implementation of action and observation, and (d) reflection. Next cycle is begun with (1) advanced-planning phase as revision form for previous planning by utilizing reflection results, (2) advanced action and observation, and (3) advanced reflection.

1. Model of McKernan (Hopkins, 1993)

   This kind of Classroom Action Research is held by cycle-to-cycle and started with an early cycle; (a) determining problems, (b) need assessment to explore root of problems, (c) formulating hypothesis, (d) implementing the actions, (e) evaluation, and (f) decision making. After the early cycle, the next cycle is begun with (1) re-determining problems, (2) need assessment to re-explore the roots of problem, (3) formulating new hypothesis, (4) implementing the plan, (5) evaluation, (6) decision making.

2. Model of Ebbut (Hopkins, 1993; McNiff, 1992)

   This kind of Classroom Action Research is conducted in cycle to cycle. The first cycle begins with ; (a) determining the general ideas, (b) doing investigation, (c) setting whole plan, (d) executing first action, (e) monitoring and doing further investigation, the results from point (e) is utilized to (1) revising arranged whole plan, (2) fixing the general ideas, (3) to reach the next phase. According to Elliott (Hopkins, 1993; McNiff, 1992) the Classroom Action Research is held in cycle-to-cycle. First cycle begins with:(1) recognizing early ideas, (2) doing investigation by looking for the fact and then analyze it, (3) setting general plan which consists of several phases, (4) doing first phase action, (5) monitoring the first action phase and analyze the effect, (6) doing an investigation to scan failure or error and the effects. The results of this investigation are used to revise general ideas with all action phases inside it, and then carrying out the revised actions, monitoring the action phases and eventually, re- investigating it as the input for the next cycle.

6. The Steps of Classroom Action

Research; inquiry, reflective and collaborative. The developing of these characteristic can be done through the following steps; (1) problems focus fixation, (2) action planning, (3) actions, (4) observation, (5) reflection, (6) following-up plans. 

7. Topics of Classroom Action Research

1. To plan learning activity with academic dignity toward some topics and used learning tools, this activity is called as plan phase.

Stage 1:

Planning

Problem identification (subject matter relevant to class and lesson schedule, student

characteristics and classroom atmosphere, learning approaches / methods, media, props, and assessment) and alternative solutions.

1.  Preparation of Research Theme

2. Preparation of learning tools consisting of:

• Lesson Plans (RPP)

• Worksheet (LKS)

• Media and Display Tools

3. Instrument assessment process and learning outcomes.

4. Observation

2. To do learning based on lesson plan and provided tools, and by asking colleagues to observe. This phase is called as do phase.

Stage 2: 

Implementation and observation stage in observing students, observers are advised:

1. Record students' comments or discussions and write down the student's name or position.

2.  Make notes about situations when students cooperate or choose not to cooperate.

3. Looking for examples of the construction process of understanding through 

4. discussion and learning activities undertaken by students.

5. Record variations of individual problem solving methods by individual students or groups including incorrect resolution strategies.

6. Do students use their original knowledge or prior knowledge to understand new concepts learned?

7.  Is the student's way of thinking facilitated and motivated by the questions asked by the teacher?

8.  Are student ideas rewarded and associated with the material being studied?

9. Is the final conclusion based on student opinion?

10.  Is the conclusion put forward according to the learning objectives?

11.  Is there a strengthening of the students' competencies?

8. Format of Action Research or Report

1. Introduction

2. Statement of Problem

3. Hypotheses

4. Methodology

5. Results and Discussion