Abstract
Abstract: Although classroom action research (CAR) is considered useful for teacher development but this activity has not been implanted yet effectively in Indonesia. In this paper, we report the alternative way to overcome this problem. It addresses how blended learning support self-directed learning and enhance teacher competency research. Through questionnaire, interview and document analysis, the result showed that blended learning-based self-learning can improve teachers performance in conducting classroom action research (CAR) and enhance their ability in compiling the research report.
Highlights
With the publication of the Regulation of the Minister of State for Administrative Reform and Bureaucratic Reform No 16/M.PAN /11/2009 on teachers functional status and its credit, the promotion of teachers must be able to carry out scientific publications or innovative work since teachers pratama level from grade III/b to III/c
Uzur &Senturk (2010) stated that the blended learning is learning that combines face-to-face learning and online learning optimally to improve the satisfaction of teachers and learners
This study aims to show that blended learning support self-directed learning and enhance teacher competency research
Summary
With the publication of the Regulation of the Minister of State for Administrative Reform and Bureaucratic Reform No 16/M.PAN /11/2009 on teachers functional status and its credit, the promotion of teachers must be able to carry out scientific publications or innovative work since teachers pratama level from grade III/b to III/c. One of the activities of scientific publications is classroom action research (CAR) During this time, teachers are not capable in conducting research and preparing the reports. Uzur &Senturk (2010) stated that the blended learning is learning that combines face-to-face learning and online learning optimally to improve the satisfaction of teachers and learners
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