Implementation of Classroom Action Research

Implementation of Classroom Action Research Action Research Class (PTK) has great potential to improve learning when implemented properly. Implemented well here means the parties involved (lecturers and teachers) try to consciously develop the ability to detect and solve the problems of education and learning through meaningful action. 

It can be taken into account in solving the problem or improve the situation and then carefully observe its implementation to measure success. Implemented with the right means in accordance with the rules of action research. 

This paper discusses how the implementation of classroom action research to improve the quality of learning that includes the diagnosis and determining the problem you want solved, form and action scenarios, the development of instruments for measuring kebehasilan action, as well as procedures for analysis and interpretation of research data.

 

    A. Diagnosis and Decision Problems 

TOD problem which is a research collaboration between lecturers and teachers in schools should come from the practical problems faced by teachers in the classroom.Therefore, the diagnosis of the problem should not be conducted by lecturers and "offered" to the teacher to be solved but it should be done jointly by lecturers and teachers. In fact, faculty can encourage teachers to collaborate perform the TOD and ask what problems faced by teachers who may be investigated through PTK.Teachers who have experience doing classroom action research may be able to say that it faces problems that may be studied together and then discuss the matter with the lecturer. 

Another case with an inexperienced teacher in a TOD. Teachers may not be directly revealed problems that might be studied with professors. In this case lecturers need to ask permission from the teacher to be present in the classroom and observe the teacher teaching. After learning faculty can end up in advance to ask the teacher what the problem is felt at the time of learning teacher before proposing one of the problems who think professors. Lecturers may propose new problems if teachers can not detect any problems in class. 

In diagnosing the problem for this TOD teachers and lecturers have to remember that not all research topics can be raised as a topic of TOD. Only problem that can be "sustainable development" in the daily activities for one semester or one year to choose a topic. "Developed sustainable" means that every time, for example 2 weeks or one month, the formulation of the problem, or hypothesis actions, or their implementation are needed to be replaced or modified. In the activities in the classroom, teachers can look at what problems can be developed continuously in four areas, namely that related to classroom management, teaching-learning process, the development / use of learning resources, as well as a vehicle for personal and professional improvement. 

PTK associated with classroom management can be done in order: 

improve teaching and learning activities, 

increase student participation in learning, 

implement innovative teaching-learning approaches, and 

involve third parties in the process of teaching and learning. 

PTK associated with the learning process can be done in order: 

apply various teaching methods, 

develop curriculum, 

enhance the role of students in learning, and 

improve methods of evaluation. 

PTK associated with the development / use of learning resources can be done in order to develop the use of: 

models or displays, 

environmental resources, and 

certain equipment. 

TOD as a vehicle for personal and professional improvement can be done in order: 

improve relationships between students, teachers, and parents, 

improve the "self concept" students in learning, 

enhance students' character and personality, as well as 

improve teachers' professional competence. Thus, the chosen research problem should meet the criteria "can be studied", to "follow up", and "actionable". Example problem in Appendix 1. 

Of the many possible problems, teachers with teachers need to diagnose what the problem or problems which need to be prioritized in research solution that will be done with it. 

Determination of the problem should be conducted jointly by the lecturers and teachers after analyzing all the options problems, interests, and desires of teachers and lecturers (together) to solve one or several of them. Determination of this issue is marked by the determination of issues to be studied and the formulation of a focus problem. The formulation of the focus problems that may be established jointly between teachers and lecturers can be a formula as follows: How membelajarkan students certain materials for students willing and able to learn? 

Other issues that may be faced by teachers can be: 

How to increase students' interest and motivation to learn? the "ideal" that can enhance the enthusiasm of the students so that they seem "impatiently" waiting for the arrival at the lessons that guided by the teacher; 

How to invite students to their classroom learning is really active (mentally and physically active, active thinking)? 

How to connect the learning materials to the environment everyday lives of students so they can use their knowledge and understanding of the material in everyday life and are interested to learn it because it knows the benefits? 

How to choose the most appropriate learning strategy for membelajarkan material? 

How to implement cooperative learning? 

Striger (2004) provide direction to focus the research clearly after some reflection about what happened that led to the problem and what issues and events related to the problem. Issue or problem that must be expressed in the form of questions that can be researched and identified goals researching the problem. 

Issue or topic you want researched: Define what the issue or event that caused the problem. 

Research problem: State the issue as a problem. 

The formulation of the problem: Write the problem in question. 

Objective: Describe what is expected to be gained by examining this issue. 

For example, elected the following issue. 

Issue: Students are less active in class, tend not to ever ask questions in learning.Teachers often give students the opportunity to ask questions but hardly any students who asked. 

Problem: Students should be encouraged to be active in class, active in intact (as far as possible "hands on" or "minds on", even if perhaps "hearts on"). 

Focus issue: How to increase student participation in class? 

TOD is a complete formulation of the problem is usually in the form of a question in the form of "What problems occurred in the classroom, how to effort to overcome them, what action is appropriate for it, in the classroom, and school where it happened?" 

Examples of focus problem (formulation of problems that have not been equipped with the action and research location): How to increase student participation in class, either "hands on", "minds on" and "hearts on"? 

Objective: Is the answer to the problem of research 

Examples of goals (which is not equipped with the action and research sites): Increase student participation in class, either "hands on", "minds on" and "hearts on" .. 

Having established the focus of such problems, lecturers and teachers are held to discuss the idea of opinion about what actions can be chosen to solve the problem. 

    B. Forms and Measures Scenario 

The idea of opinion about what actions to solve problems encountered will generate many alternative measures that can be selected. 

Lecturers and teachers need to discuss forms and kinds of action (or actions) which is roughly what most desired to be tried and executed in the classroom. Form and kind of action is then inserted in the title of proposed research will be developed jointly by lecturers and teachers. 

Selected actions can be described as an action name (eg assignment of students to read the course material 10 minutes prior learning) or in the form of use of one form of instructional media (eg the use of concept maps, the use of the environment around the school, the use of the river, and so on), or can be also in the form of a learning strategies (eg cooperative learning strategy Jigsaw type or TGT or STAD or GI, problem-based learning strategies and so on). Examples of actions for the formulation of the problems mentioned above: the problem posing. 

How these actions will be implemented in the TOD should be planned carefully.Planning the implementation of the action is manifested in a Lesson Plan (RP) or in the form of Learning Scenarios. In this paper is attached (Annex 2) an example of one RP for learning with Problem Posing (Chotimah et al., 2005). 

C. Development of Instruments for Measuring Success Measures 

The instruments needed in the classroom action research (CAR) must be in line with the procedures and steps PTK. Instruments to measure the success of the action can be understood from the two sides of the process and the thing observed. 

    1. In terms of process 

In terms of process (chart alirnya), instrumental in the TOD should be able to reach out to the problems associated with the input (initial condition), process (currently ongoing), and outputs (results). 

a. Instrument input 

Instruments for input can be developed from the things that become the root cause and its supporters. For example: the root of the problem is the provision of initial / specific achievements of learners who are lacking. In this case the initial stock tests may be appropriate instruments. In addition, instruments may be required to support that leads to the empowerment of actions to be taken, for example: map format classes in the initial conditions, textbooks in the initial conditions, and so on. 

b. Instruments for process 

The instruments used during the process closely associated with selected actions to be done. In this stage many formats that can be used. However, the format used should be in accordance with the selected action. 

c. Instruments for output 

The instrument output is closely related to achievement evaluation results based on predetermined criteria. For example: the value of 75 set as the threshold increased (at the time of tests conducted early lunch, the students ranged in number 50), then the achievement of results that have not reached the number 75 needs to be taken again (there the next cycle)

. 

    2. From the Observed Lesson 

Apart from the process (flow chart), the instrument can also be understood from the thing observed. In terms of things that were observed, the instrument can be grouped into 3 (three), namely: an instrument for observing teachers (Observing Teachers), an instrument to observe the class (Observing classroom), and instruments to observe the behavior of students (Observing students) (Reed and Bergermann, 1992). 

    a. Observation of Teachers (Observing Teachers) 

Observation is a proven effective tool to learn about the methods and strategies are implemented in the classroom, for example, about class organization, student response to classroom environment, etc.. One form of instrument is the anecdotal observation (anecdotal records). 

Anecdotal Notes focus on specific things that happen in the classroom or notes about student learning activities in learning. Anecdotal records events in an informal class in the form of narrative. As far as possible, the note contains a detailed and straightforward description of events that happened in class. Anecdotal records do not require an observer to obtain special training. A good anecdotal records has at least four characteristics, namely: 

observers should observe the entire sequence of events that happened in class, 

objectives, deadlines and clear signs observations, 

observations are recorded completely and carefully, and 

observations must be conducted objectively. 

Some anecdotal model proposed by Reed and Bergermann (1992) and can be used in the TOD, among others: 

Anecdotal records events in Learning (anecdotal records for Observing Instructional Events) 

Note anecdotal Teacher-Student Interaction (Teacher-Student Interaction anecdotal Form), 

Anecdotal Note Grouping Patterns Study (anecdotal Record Form for Grouping Patterns), 

Structured Observations (Structured Observation), 

Classroom Observation Sheet Management Model (Checklist for Management Model) 

Questioning Skills Observation Sheet (Checklist for Examining Questions), 

Anecdotal Notes Learning Activities (anecdotal Record of Pre-, Whilst-, and Post-Teaching Activities), 

Anecdotal records Helping Students Participating (Checklist for Routine Involving Students), etc.. 

b. Observation of the Class (Observing Classrooms) 

Anecdotal records can be completed while doing the observations of all events that happened in class. This observation is very useful because it can reveal the practices that draw on classroom learning. In addition, observations that may indicate the strategy used by teachers in dealing with obstacles and barriers to learning that takes place in class. Anecdotal records include a description of the class-class physical environment, layout, and classroom management. 

Some anecdotal model class proposed by Reed and Bergermann (1992) and can be used in the TOD, among others: 

Anecdotal Format Class Organization (Form for anecdotal Record of Classroom Organization), 

Class Map Format (Form for a Classroom Map) 

Structured Classroom Observations (Structured Observation of Classrooms) 

Format Class Social Environment Coding Scale (Form for Coding Scale of Classroom Social Environment), 

Check Sheet School Personnel Interview (Checklist for School Personnel Interviews) 

Competency Check Sheet (Checklist of Competencies), and so on. 

Observation of Students (Observing Students). 

Observation of student behavior can reveal many interesting things. Each individual student can be observed individually or in groups before, during, and after after learning. A change in any individual can also be observed, in a specified period, ranging from prior to the action, when action is implemented, and after the action. 

Some observations of student behavior model proposed by Reed and Bergermann (1992) which can be used in the TOD, among others: 

Diagnostic Test (Diagnostic Test), 

Anecdotal Notes Student Conduct (anecdotal records for Observing Students), 

The image format (shadowing Form), 

Student Profile Cards (Card Profile of Students), 

Carta Description Student Profile (descriptive Profile Chart) 

Student Participation Coding System (Coding System to Observe Student Participation in Lessons) 

Inventory Complete Sentences not (Incomplete Sentence Inventory), 

Interview Guide for Reflection (Interview Guide for Reflection), 

Sosiogram, etc. 

As for instruments other than anecdotal records which can be used in data collection can be either PTK: 

    (1) Observation Guidelines. 

Participatory observation made by people who are actively involved in the process of implementation of the action. This observation can be carried out with the observation guidelines (format, checklists), field notes, journal, observation activities in the classroom, the delineation of interaction in the classroom, electronic recording devices, or mapping class (cf. Mills, 2004: 19). The observation is very suitable for recording qualitative data, such as behavior, activities, and other processes. Note lapangaan as one manifestation of the observation can be used to record qualitative data, a special case, or to describe a process. 

    (2) Interview Guide 

To obtain data and / or more detailed information and to complement the observation data, the research team to conduct interviews to teachers, students, principals and facilitators who collaborate. Interviews are used to uncover data related to the attitudes, opinions, or insights. 

Interviews can be conducted freely or structured. Interviews should be done in informal settings, fair, and researchers participate as partners. Interviews should be conducted using an interview guide for all information can be obtained in full. If there is deemed the missing information, can also be made freely. Teachers who collaborate to serve also as an interviewer to the students. But it must be to ensure that the interview has a high objectivity. 

    (3) polls or questionnaires 

Indicators for the questionnaire or the questionnaire was developed from the problems that want to dig. 

    (4) Data Assessment Guideline document 

Documents reviewed can be: attendance, syllabus, the work of students, teachers' work, records, worksheets, etc.. 

    (5) Tests and Assessment Alternatives 

Retrieving data that contains information about the knowledge, attitude, talent and others can be done with a test or measurement of initial stock or the result of learning with a variety of assessment procedures (cf. PGSM Team, 1999; Sumarno, 1997; Mills, 2004). 

In Appendix 3-17 exemplified several kinds of instruments that can be used by researchers (Chotimah et al. 2005; Team High School Biology Lab. UM 2005) 

This instrument was developed at the time of preparation of proposals for research or developed after the research proposal is approved to be funded and implemented.The advantage when the instrument was developed at the time of preparation of the proposal is a researcher has to prepare early so that researchers can more quickly implement it in the field. 

Measuring the success of the action wherever possible way has been established since the beginning of the study, as well as criteria for the success of his actions. The success of this action is called as an indicator of the success of the action. Indicators of success of action is usually set according to an accepted standard size. For example: the achievement of 75% mastery of competencies defined as learning completeness threshold (at the implementation of initial tests, the value of students ranging in number 50), then the achievement of results that have not been up to 75% mean more action still needs to be done (there the next cycle). 

D. Procedure Analysis and Interpretation of Research Data 

In TOD, devoting more attention to the case than the sample. This implies that the methodology used is more applicable to understanding problematic situations rather than on the basis of predictions in the parameter. 

    1. Research Data Analysis. 

Data analysis stages of research include: 

validate the hypothesis by using appropriate techniques (saturation, triangulation, or if necessary statistical tests); 

interpretation by reference to the theory, grow practices, or opinions of teachers; 

measures for further improvement are also monitored by class research techniques. 

The analysis was done by using the results of information gathering that has been done in the data collection phase. For example, to play back the recording process of learning by observing a video tape recorder teacher teaching activities and discuss issues of concern to joint research with faculty. In the analysis process is discussed what is expected to happen, what then happened, why it happened is not as expected, what causes it or was already happening as expected, and if necessary follow-up 

    2. Validate hypothesis 

Validation of acceptance or rejection of the hypothesis is a hypothesis. 

If in the design of research hypotheses proposed class action is an action that confidence in the actions to be taken, it needs to be validated. Validation is intended to test or provide empirical evidence whether the statement of beliefs that are formulated in the form of action hypothesis is true. Hypothesis validation measures using appropriate techniques are: saturation, triangulation, and if necessary with a statistical test but not the generalization of results of PTK. Saturation, whether additional data is not found anymore. Triangulation, one's perception contrasts actors in certain situations with other actors in that situation, so the data or information which have been obtained by validated with checks, recek, and cross-check with relevant parties to obtain an objective conclusion. 

    3. Interpretation of Research Data 

Interpretation means interpreting the results of research on the understanding that owned researchers. This is done by reference to the theory, as compared with the experience, practice, or assessment and teacher opinion. The hypothesis that the action has been validated matched by reference to criteria, norms and values which have been accepted by teachers and students who are subjected to the action. 

    4. Preparation of Research Report 

In the chapter Results and Discussion Research in TOD in general researchers report first presents the exposure data that describes briefly what do researchers since the initial observations (prior research) that the initial conditions of teachers and students attended the initial reflection is the basis for action planning cycle I, followed by exposure on the implementation of the action, the observation of the activities of teachers, classroom observations of situations and conditions and the observation of student activities. Exposure data were then summarized in the form of research findings which contains points of observation and evaluation results derived from exposure data. 

Next based on the findings of reflection data was the result of cycle 1 is used as a base to plan actions for the 2nd cycle. Here one can compare the results of cycle 1 with the indicator of the success of cycle 1, which has been determined based on the initial reflection. 

Exposure data are also complete two-cycle from planning, implementation, observation and evaluation. Summary of exposure data included in the form of research findings. These findings became the basis of reflection of cycle 2, including whether to proceed with the implementation of measures for the 3rd cycle.Researchers can compare the results of this 2 cycle with the success indicator of cycle 2, which has been determined based on the results of the action reflection cycle to 1. 

So the procedure of data analysis and interpretation of qualitative descriptive study carried out by summarizing the data (data reduction), saturation and triangulation. 

E. Cover 

TOD is one effort to improve the quality of learning and professionalism of teachers and lecturers. In the execution of lecturers and teachers need to make every step of this study together (collaborative) from beginning to end. Characteristic of this study are the presence of learning problems and actions to solve this problem. Action research can actually be done by teachers or lecturers on their own or as in this training, teachers and faculty can collaborate with each other. Stages of research starts from the planning, implementation and evaluation measures that can be repeated as a reflection of the cycle. Reflection is the meaning of the results of action taken in order to solve the problem. Suggested teachers and faculty can collaboratively take action to improve the professionalism of this class. 

Proposal classroom action research proposal needs to be made as a guide (guide) in conducting research. In preparing the proposal the real teacher researchers should try to meet the requirements, criteria or standards set by the sponsor or funding agency. Another suggestion is to read a lot of research reports, articles and resources on classroom action research. 

In the presence of the father's mother lecturers who attended the training this time I hope to convey my future on this TOD is for more and more science teachers and lecturers all over Indonesia who implement TOD. 

Another desire is for the implementation of TOD that lecturers and teachers are not just perform, but also communicate the results to fellow teachers and other teachers through communication media (magazines) that already exist today. I think we also have a professional organization that periodic meetings between teachers and lecturers for professional development can be planned and implemented in a more scheduled. Through scientific meetings and scientific magazines were among the teachers and lecturers are expected to occur subject areas to exchange information, experiences and thoughts to increase professionalism of teachers and lecturers. 

Finally, I remind you again that the profession of teachers and lecturers is a profession that requires constant development, so every teacher and lecturer should always be ready, willing, and able to membelajarkan her lifelong membelajarkan order to be more able students. TOD is one means of lifelong learning is important that need to be mastered by every teacher and lecturer who want to develop professionalism. 

References 

Chotimah, Husnul, et al. 2005. "Report of the Coordinating Biological Studies Second Semester 2004-2005 Academic Year." Malang: Education Foundation of State University of Malang: UM Laboratory High School. 

MOEC. 1999. Action Research Training Materials. London: Department of Education, Directorate General of Basic and Secondary Education, Secondary Education. 

Mills, Geoffrey. 2003. Action Research: A Guide for the Teacher Researcher. New Jersey: Prentice Hall. 

Reed, A. J. S. & Bergermann, V.E. 1992. A Guide to Observation and Participation: In the Classroom. Connecticut: The Dushkin Publishing Group, Inc.. 

Stringer, Ernie. 2004. Action Research in Education. Columbus: Pearson, Prentice Hall Menvi. 

High School Biology Lab UM team. 2005. "Journal of Learning Biology Class X".Malang: Education Foundation of State University of Malang. 

Tim PGSM. 1999. Classroom Action Research (Classroom Action Research).Lecturer Training Materials LPTKs and Secondary School Teachers. New York: PGSM Project, Higher Education.