Classroom Action Research to Professional Teachers
As professional teacher, we are expected to always be able to solve problems that become obstacles to achieve learning objectives and improve student learning outcomes. A teacher should be able to recognize the phenomena that appear in his class and find solutions to overcome them. In order to overcome the problems that arise in the classroom, a teacher can do so through Classroom Action Research, because in such a way a teacher can solve problems in a scientific way. In the process of implementing Class Action Research, several plans need to be developed, then an observation and evaluation are used as inputs to reflect on what happens at the implementation stage. The result of this reflexion process then underpins the improvement efforts and perfection of the next action plan. The above steps are repeated and continuous until a certain quality of success can be achieved.
Classroom Action Research is very useful for teachers to improve the quality of process and learning outcomes in the classroom. In the process of carrying out the Classroom Action Research steps, teachers can find solutions to problems that arise in their own classroom, applying various creative learning theories and techniques creatively.
Can be concluded Classroom Action Research is a study that chooses the actual problems faced by teachers in the field. By conducting Classroom Action Research, teachers have multiple roles in education as practitioners and researchers.
Classroom Action Research is very important for teachers to understand because it can improve a teacher's professionalism. Classroom Action Research in education and learning has the aim of improving and / or improving the quality of teaching practice on an ongoing basis so as to improve the quality of instructional outcomes; develop teacher skills; increase relevance; improve the efficiency of instructional management and foster a culture of research in the teacher community. By implementing Action Research Classroom teachers become creative because it is always required to make innovation efforts as the implementation and adaptation of various theories and techniques of learning and teaching materials used.
There are several Classroom Action Research Types that is Diagnostic Class Action Research; Action Research The diagnostic class is a research designed by guiding researchers toward an action. In this case researchers diagnose and enter into the situation contained in the background research. For example, if the researcher tries to handle conflicts between students in a school or classroom. Class Action Research Participants; a research is said as Action Research Class participants are if people who will carry out the research should be directly involved in the research process from the beginning to the results of research in the form of reports. Thus, since the researcher's plan is always involved, the researcher monitors, defects, and collects the data, then analyzes the data and ends with reporting the results. Empirical Class Action Research is when the researcher attempts to carry out an action and record or record what is done and what happened during the action.
Experimental Class Action Research is when the Classroom Action Research is organized by trying to apply various techniques or strategies effectively and efficiently in a teaching and learning activity.
How to do Classroom Action Research ? Basically Classroom Action Research consists of four interrelated and continuous basic stages : (1) planning, (2) acting, (3) observing (observing), and (4) reflecting ). In Classroom Action Research should begin with Pre Research which includes Problem Identification, Problem Analysis, Problem Formulation and Action Hypothesis Formulation. Some questions that can be asked to determine the direction of the Class Action Action step are: What is a concern in the learning process, why it happens and why? What can be done and how to overcome that concern ?, Any evidence which can be collected to help find out what happened ?, How to collect the evidence?
Action Planning
Referring to the identification of the problem undertaken at the pre-Class Action Research stage, the action plan is structured to empirically test the specified action hypothesis. This action plan includes all steps of action in detail. All the purposes of classroom action research, from teaching materials, teaching plans that include teaching methods / techniques, as well as observation / evaluation techniques or instruments, are well prepared.
Implementation of Action
This stage is an implementation of all the plans that have been made. This stage, which takes place in the classroom, is the realization of all educational theories and teaching techniques that have been prepared beforehand. The teacher's steps should refer to the applicable curriculum, and the result is expected to increase the effectiveness of the collaborator's involvement merely to help the researcher to further refine his reflection and evaluation of what happened in his own class. In this process of reflection all experiences, knowledge, and learning theories are mastered and relevant.
Observation of Action
Observation activities are conducted simultaneously with the implementation of the action. The data collected at this stage contains the implementation of the actions and plans that have been made, as well as their impact on the process and the instructional results collected by means of observation instruments developed by the researcher. At this stage it is necessary to consider the use of several types of measuring instruments for the purposes of triangulation of data. In conducting observation and evaluation, teachers do not have to work alone.
Reflection on Action
In this process of reflection all the experience, knowledge, and instructional theories that are mastered and relevant to the preceding class actions are taken into consideration and comparison so that a conclusive and valid conclusion can be drawn. This reflection process plays a very important role in determining the success of Classroom Action Research.
The skills that the observer must possess include: (a) avoiding the tendency to make interpretations; (b) the involvement of interpersonal skills; (c) plan for classroom activity schedules; (d) feedback not later than 24 hours; (d) records must be thorough and systematic. There are four methods of observation, namely: open observation; focused observation; structured observation and and systematic observation. Some principles that must be met in the observation are: (a) there is planning between teacher / lecturer and observer; (b) the focus of observation should be set together; (c) lecturers / teachers and observers establish common criteria; (d) the observer has observing skills; and (e) feedback of observations is given immediately.
Let's improve our ability as a teacher. So that our students become better generations of the nation than we are today.