Action Research Approach Research Articles

Peningkatan Kemampuan English for Tourism bagi Pemuda Desa Karang Bongkot untuk Menghadapi Program the Best Halal Tourism Nusa Tenggara Barat

This community service activity focuses on enhancing the English language skills of youth, particularly in the context of English for Tourism, with the aim of increasing their competitiveness in the local job market, especially in the tourism sector. This research employs a descriptive qualitative method with a participatory action research approach. Data were collected through observations, interviews, and questionnaires completed by training participants. Data analysis was conducted qualitatively to assess the effectiveness of the teaching methods and their impact on participants' English skills. The study's findings outline the following steps: 1) Planning, which includes: (a) setting goals and objectives, (b) selecting methods and strategies, and (c) preparing a work plan. 2) Implementation, which combines conceptual learning and field practice, including: (a) structured English courses covering basic conversations, tourism terminology, and practical situations in tourism jobs, and (b) field practice through simulations and hands-on activities at local tourist sites. 3) Evaluation conducted weekly and at the end of the program, to measure achievements and provide notes and recommendations for similar future activities. For follow-up, it is recommended to conduct regular meetings, assign competent PkM students, and optimize campus support by establishing an English language course institution. This program aims not only to improve the English skills of youth but also to support local economic development through the tourism sector and related industries.

Peningkatan Kompetensi Keguruan Melalui Program Praktik Pengalaman Lapangan di MTsN 7 Aceh Utara

In an effort to enhance the teaching competencies of students, the Field Experience Program (PPL) at MTsN 7 Aceh Utara was implemented with the goal of applying educational theory in real-world practice. This study employs an action research approach with a classroom action research design, involving cycles of planning, implementation, observation, and reflection. The research methods include observation, interviews, documentation, and self-reflection by the practitioners. The collected data were analyzed descriptively to identify patterns and necessary improvements in the teaching process. The findings indicate that the implementation of PPL successfully improved practitioners' skills in determining and preparing teaching materials, applying effective teaching techniques, and developing well-structured Lesson Plans (RPP). Practitioners also gained direct teaching experience, enhanced classroom management, and better understood student characteristics. Additionally, the use of teaching media was refined, contributing to an increased understanding of the material by students. Although the PPL program yielded positive results, several challenges such as student attitudes and preparedness emerged. Efforts to address these challenges included regular consultations with supervising teachers, creating a conducive learning environment, personal approaches with students, and providing motivation. The recommendations from this study are the reinforcement of classroom management strategies, increased student participation through personal approaches, and the use of more varied teaching media to support a more effective teaching and learning process.

IMPLEMENTASI TEAMS GAMES TOURNAMENT MODEL MENINGKATKAN MOTIVASI BELAJAR SISWA DI SD ST. ANTONIUS BANGUN MULIA MEDAN

This study investigates the effectiveness of implementing the Teams Games Tournament (TGT) model in enhancing students' motivation in the subject of Catholic Education for Grade V B at SD St. Antonius Bangun Mulia Medan during the academic year 2023/2024. The research adopts an action research approach with two cycles, where the first cycle showed students' motivation levels at a "Moderate" level (64%), while the second cycle exhibited a significant increase to a "High" level (82%). The findings reveal that consistently applying the TGT model enhances students' motivation. This motivation improvement is achieved through group interactions and educational games that create an enjoyable and interactive classroom atmosphere. The study recommends schools to implement the TGT model from the beginning of the semester to allow students time to adapt and experience the benefits of this teaching method, thereby sustaining student motivation throughout the learning process.

A Mixed-Method Action Research on Promoting Critical Thinking in the Classroom: Implications for EFL Teachers

Since acquiring critical thinking is a necessity to make sense of today’s world, many teachers are looking for effective strategies that they can utilize in their classrooms to help students become apt critical thinkers. The present study, therefore, aims to investigate some of those strategies by adopting a mixed-method action research approach that was designed to implement, track, and evaluate the impact of integrating critical thinking-based instruction and activities as a part of the school curriculum to promote critical thinking skills and dispositions among Moroccan high school students. The significance of this study lies in its contribution to the field of critical thinking-based instruction in EFL education, as it can inform teachers, curriculum developers, and other education stakeholders on how to enhance students’ critical thinking. Hence, the main questions posed by this study dealt with identifying the most effective instructional activities to develop students’ critical thinking and their impacts on students’ critical thinking skills and dispositions. The study sample consists of a class of 14 students who were selected to participate in a four-stage action research cycle for one school year. The 14 students were also invited to complete a questionnaire, and then six of them were selected to take part in semi-structured interviews. The study’s findings reveal a noticeable and encouraging improvement in students’ critical thinking skills and dispositions. Furthermore, the study provides practical implications for EFL teachers to promote students’ critical thinking without disrupting the school curriculum.

Penguatan Literasi Moderasi Beragama Bagi Guru Agama Sekolah Dasar Di Kelurahan Perkamil Kecamatan Paal Dua Kota Manado (Pendekatan Participatory Action Research)

Religious teachers have a key role in instilling religious moderation in the younger generation. Through their experiential approach and capacity to teach moderation values, Religious Teachers are expected to be role models of ethics and morality. They also need to open up correct and valid information, making them a source of information that can form a moderate, tolerant and harmonious society. The community service program was conducted in Perkamil Village, Manado, with a focus on Elementary School Religious Teachers. Using a Participatory Action Research (PAR) approach, the program includes mapping of religious issues, teacher training, and development of religious moderation literacy. The mapping results identified incomprehension, inequality, lack of interfaith dialog, identity politics, lack of multicultural education, and irresponsible media as the main problems. Strengthening religious moderation literacy is done through curriculum alignment, teacher training, collaborative learning activities, and mastering multicultural issues. These steps are expected to create functional and sustainable institutions and communities, and accelerate the implementation of religious moderation in elementary schools. Through these efforts, the community is expected to overcome potential religious conflicts and build an inclusive environment. Keywords: Religious Moderation, Religious Teachers, Participatory Action Research, Perkamil

Institutionalizing international internships in business education: an action research approach to overcoming barriers and driving systemic change in Norwegian business schools

ABSTRACT This paper investigates the institutionalization of international internships in business education through action research (AR), addressing the scarcity of research on overcoming institutional barriers and driving systemic change. Using AR at the meso-level in two Norwegian business schools, we investigate challenges and processes involved in incorporating international internships into curricula. Our multiple-case study explores contrasting experiences, organizational structures, and institutional practices within Norway’s context. We reveal the interconnectedness of regulative, normative, and cultural-cognitive institutional pillars in institutionalizing international internships through meso-level AR, proposing a theoretical model emphasizing internationalization strategy drivers, practices of education and engagement, and organizational dynamics. Practical implications include fostering a culture of global competence development, promoting active learning and innovative pedagogy, and encouraging shared responsibility for internationalization among academic and administrative staff. We emphasize the need for continuous reassessment and adaptation of institutional processes and strategies to align with evolving demands and best practices.

Role Playing to Improve English Vocabulary Ability in Speaking Skill

In this study, initially scoring at 2.15, the objective was to enhance students’ English vocabulary for speaking through a role-playing learning strategy, using a Collaborative Classroom Action Research approach. The methodology involved stages of planning, action, observation, and reflection in distinct cycles, each comprising two meetings. Data were collected using methods like speaking skill evaluations, questionnaires on role-playing practice, and field notes. The participants were fourth-semester students of the D3 English Study Program at Madiun State Polytechnic. Notably, student scores in speaking vocabulary improved across cycles, from 2.42 in the first to 3.15 in the third, meeting the success criterion of 3.01 and demonstrating the effectiveness of the role-playing strategy in the learning process.

Enacting a new physical education curriculum: a collaborative investigation

ABSTRACT Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers’ teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers’ Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers’ experiences of the enactment were influenced by perceived gender biases. We argue that teachers’ beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers’ experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.

Effects of flipped blended learning based on assessment: an action research study in translation technology education

ABSTRACT Flipped blended learning (FBL) has become popular in translator training, requiring teachers to adapt their beliefs and attitudes towards blended learning to design and implement professional training programmes. This study investigates the effects of FBL on competence improvement in translation technology education. Using an action research approach with mixed methods, two iterative cycles of planning, acting, observing and reflecting were conducted. Sixty-six postgraduates participated in the programme, and their academic achievements were quantitatively evaluated through pre- and post-tests for computer-aided translation and revision tasks, practical operation tests and online learning statistics. Qualitative data from Q&A sessions, questionnaires and open-ended interviews revealed the students’ perceptions of professional development. The results showed the FBL emphasising interaction with peers, context and content, enhances translators’ competence. FBL should not be limited to integrating internet, classroom or laboratory settings alone. Extracurricular learning outside campus can also be integral with the support and guidance of off-campus tutors.

UTILIZING MYSTERY BOX MEDIA TO IMPROVE ENGLISH SPEAKING PROFICIENCY AT MAYJEND SUTOYO SCHOOL

This research aims to assess the effectiveness of using mystery box media to improve English speaking skills among eighth-grade students at Mayjend Sutoyo Middle School in Medan. The study employs a Classroom Action Research (CAR) approach, encompassing three phases: Pre-cycle, Cycle 1, and Cycle 2. This methodology allows for a comprehensive evaluation of the strategy's impact on student engagement and performance. Data collection methods include observations, speaking rubric evaluations, and documentation analysis. The results indicate a marked enhancement in students' speaking abilities following the implementation of the Mystery Box strategy. These outcomes highlight the value of interactive, game-based learning techniques in fostering English speaking proficiency. Future studies might investigate the prolonged effects of this method on students' overall language development.

Understanding youth empowerment: a youth participatory action research approach

PurposeThe aim of this study is two-fold: (1) to promote a model of youth participatory research and offer a window of understanding into how it can be enacted and (2) to understand youth perspectives on youth empowerment. This study asks: “how can youth help us understand youth empowerment?”Design/methodology/approachThe study applies youth participatory action research (YPAR) and interpretative phenomenological analysis. The study illustrates how to enact a model of YPAR by engaging youth in the process of research in a youth-serving community non-profit organization.FindingsThis study sets out to make two important contributions, one methodological and one theoretical: First, the study contributes to our understanding of the opportunities and benefits of youth-engaged, peer-to-peer research. Specifically, this study promotes a model of youth participatory action research and knowledge making processes, and the associated social and formal benefits for youth. By extension, this study illustrates an approach to engage youth in formal contexts which has implications for both management and organizational studies and education. Finally, the study extends our understanding and conceptualization of the phenomenon of youth empowerment (as informed by youth perspectives).Originality/valueThe study offers insight into how to conduct youth participatory action research and specifically how to address two limitations cited in the literature: (1) how to authentically engage youth including how to share power, and (2) how to perform youth participatory action research, often critiqued as a black box methodology.

Including local knowledge in conservation planning: the case of the western coastal protected areas in Suriname

ABSTRACT There is increasing recognition of the importance of local knowledge in conservation governance and sustainable use of natural resources. This article studies three social-ecological systems: Bigi Pan, Noord Coronie, and Noord Saramacca – each designated as a Multiple Use Management Area (MUMA) by the Surinamese government. The main focus of this article is how local knowledge and user perspectives may contribute to the management of a MUMA, including to making decisions about biodiversity and natural resources. We use an action research approach that includes qualitative case study methodology, participant observations, group and individual interviews. The analytical framework is based on the SES model from Ostrom (2009) to understand interactions between subsystems as mediated by local and other forms of knowledge. We also explore how participatory engagement with MUMA resource users includes local knowledge and user perspectives. The findings show how local knowledge can offer tools and solutions to improve conservation governance by supporting the development of realistic management plans and by supporting better understanding of the interactions between social and ecological subsystems. Moreover, action research helps to recognize local knowledge as valuable for science and promotes social learning among stakeholders. This paper concludes that local knowledge has contributed to policy decisions that are connected to the use practices of the people who are of the place and know the context well. The inclusion of local knowledge through participatory drafting of management plans has contributed to overcoming some major management challenges and helped to build a supportive social environment for conservation.

Enhancing Creativity in 5-6 Year Olds: The Impact of Finger Painting Activities

The development of creativity in early childhood refers to the ability to generate new ideas or create works. This study aims to determine the enhancement of creativity in children aged 5-6 years through finger painting activities. The study uses a classroom action research (CAR) approach. The subjects of the study were 13 children in Umar's class, aged 5-6 years, consisting of 8 boys and 5 girls, along with 1 teacher.The results of the research indicate that the creativity of children aged 5-6 years had not fully developed in terms of their ability to imagine and convey their ideas through drawings. In cycles I and II, the children were still unable to draw something according to their imagination. However, after improvements were made to the steps aimed at fostering creativity through finger painting activities, the children's creativity showed improvement.Through finger painting activities, the children were able to generate ideas for their drawings, choose colors, modify their drawings, create works based on their own ideas, produce unique creations, and further develop their ideas. Nevertheless, their creativity had not yet fully developed to its optimal potential.

Improving Speaking Skills of 11th Graders at Nguyen Trai High School Using Role Play: Students’ Perspectives

This study investigates the efficacy of role-play as an instructional strategy for improving speaking skills and investigates students’ attitudes towards this technique. Conducted at Nguyen Trai High School, the research adopted an action research approach, encompassing planning, execution, observation, and reflection within a single cycle. A cohort of 40 eleventh-grade students during the 2022/2023 academic year participated. The study employed direct observation to gauge student attitudes towards role-play and its impact on speaking abilities. Additionally, a questionnaire survey was administered to collect student opinions on the role-play method and speaking skills. Further insights were gleaned through interviews with select students, aimed at delving deeper into their questionnaire responses and validating the accuracy of feedback. This mixed-methods approach facilitated an assessment of role-play’s effectiveness in enhancing speaking skills, with findings suggesting a significant improvement in students’ speaking competence.

Penerapan Metode Kooperatif Tipe Learning Together Untuk Meningkatkan Hasil Belajar Seni Budaya di SMAN 8 Denpasar

After conducting initial observations at SMK Negeri 8 Denpasar, it was discovered that the students' learning outcomes in cultural arts subjects were relatively low. Therefore, the researcher decided to conduct further study using the PTK (Classroom Action Research) approach method. The aim of implementing the PTK method was to enhance students' understanding of the cultural arts subject through a cooperative learning model known as "learning together," with the goal of improving student learning outcomes. The PTK method involved 2 cycles, with each cycle consisting of 4 stages. The research subjects were the 35 students of class XII Mipa-4 at SMA Negeri 8 Denpasar. Data was collected using performance assessment and observation methods. The collected data was analyzed using a qualitative descriptive method, which aimed to examine the entire cultural arts learning process. Additionally, a qualitative method was applied to analyze the results of the assessment of student performance by comparing the average value of the completeness of learning outcomes. Following the analysis, it was observed that in cycle I, the highest and lowest scores for students of SMA Negeri 8 Denpasar class XII Mipa-4 were 85 and 60, respectively, with a class average score of 71. However, in cycle II, the highest and lowest scores increased to 95 and 80, and the class average score rose to 88. Furthermore, in cycle II, all students achieved scores above the minimum completeness level. This indicated a significant improvement in student scores from cycle I to cycle II.

Enhancing Speaking Skills Through Role Play and Multimedia Technology

This study explores and evaluates the effectiveness of integrating roleplay methods and multimedia technology in improving students' English-speaking skills in the hospitality industry. Using an action research approach, this study was conducted among third-semester by totalling sampling 30 students majoring in travel business at Prasetiya Mandiri Polytechnic Bogor. This research method includes three cycles of action: planning, action, observation, and reflection. In the planning stage, roleplay scenarios relevant to real situations in the hospitality industry are designed and combined with multimedia technologies such as video tutorials then participate in roleplay activities integrated with these multimedia elements. The results showed that integrating role play and multimedia technology significantly improved students' speaking skills. Students become more confident in using English, can communicate more effectively, and show improvement in pronunciation, intonation, and proper use of vocabulary. This study concludes that the integration of Role play with multimedia technology is a practical approach to improving English-speaking skills among hospitality students.

Expressive writing and telling and participatory action research: developing a relational ethics of practice for story-based interventions in crisis settings

ABSTRACT Recent work in Expressive Telling, an oral form of Expressive Writing, has demonstrated the usefulness of a Participatory Action Research (PAR) approach in the design of narrative therapeutic interventions in post-conflict and crisis settings. This paper outlines how a combined PAR/relational ethics approach informed a recent Expressive Telling project supporting vulnerable families in the Akkar region of Lebanon (2020–21) enabling the development of strong relational bonds among stakeholders that sustained the project in the face of Lebanon's social and economic upheaval and the COVID-19 crisis. This collaborative, iterative methodology enabled the development of thics in practice forged by attending to relationships and valuing the voices of all stakeholders, UK and Lebanon-based, through life storytelling practice, generating new knowledge and practices to meet the challenges of the crisis. This approach enabled stakeholders to jointly consider the effects of crisis settings on ethical research practice principles in wider creative narrative interventions.

Primary teachers’ learning experiences of integrated STEM education

With increasing focus on primary curricular reform in Ireland, there is a growing recognition of the significance of early childhood education. As a result, professional development organisations are now examining the effectiveness of science, technology, engineering and mathematics (STEM) education for young children. This study investigates how teachers in a multi-grade primary school initially approached teaching integrated STEM lessons to children aged 4–7 years. Over the course of one school year, three teachers engaged in four cycles of lesson study. Through an action research approach, the researchers collected qualitative data from interviews, lesson plans, collaborative weekly meetings and observation sheets. The study identified difficulties associated with the teachers’ limited comprehension of integrated STEM education and demonstrated how the Engineering Design Process helped to mitigate these challenges. The findings offer valuable insights into the knowledge requirements involved in developing children’s 21st century skills. The research concluded that teachers enhanced children’s STEM learning by providing opportunities for them to explore their curiosity, make predictions and experiment through open-ended play experiences.

Pendampingan Psikologis pada Ibu yang Mengalami Baby Blues Akibat Tuntutan Sosial dalam Budaya Patriarki di Suradadi Timur Kota Mataram

Baby blues is an unstable condition that occurs in post-natal mothers that affects a person's physical and psychological state. This situation occurs usually because of a lack of social support from the surrounding environment. The purpose of this service is to create a society that is more concerned with the psychological and spiritual state of religion in postpartum mothers. This method of community service user a Participatory Action Research (PAR) approach. This assistance is carried out on 12 couples (husband and wife) who have children aged 2-4 months. Based on a series of mentoring events from beginning to end, the service team got several important points that became interesting findings in this service and became notes and evaluation materials. First, the theme in this service is something that has just been heard in the community, many of the service participants experience the baby blues but they ignore it because it is considered not a serious thing even though if it is not handled immediately it will lead to more severe things such as suicide or killing a baby or prolonged depression. Second, the implementation of psychological assistance should be carried out in the form of individual counseling because what participants need is individual counseling so that they can share experiences more deeply.

Peningkatan Hasil Belajar Materi Tranformasi Energi Melalui Media Interkatif Kelas IV SD

This study aims to improve student learning outcomes on the topic of energy transformation in class IV-B at Elementary SchoolJajartunggal III Surabaya by using interactive learning media. The study was conducted in two action cycles based on the classroom action research (CAR) approach. This CAR was carried out to explore and delve deeper into the use of interactive learning media to enhance the learning outcomes of class IV-B students at Elementary School Jajartunggal III Surabaya in the topic of energy transformation. The increase in grades and learning outcomes from the pre-cycle to the first cycle, and from the first cycle to the second cycle, indicates that learning with interactive media on the energy transformation topic in class IV-B at Elementary School Jajartunggal III Surabaya has a significant impact. In the pre-cycle, the average score of student learning outcomes was 21%. In the first cycle, the average score increased to 71%, which met the proficiency criteria, so the research proceeded to the next cycle. In the second cycle, with the same topic, the average student score increased and reached a passing criterion of 93%. After observing the achievement of a 93% passing rate in the second cycle, it can be concluded that this research was successful, and thus the classroom action research (CAR) was completed in the second cycle.