Action Research Training Research Articles

Forging Paths of Compassion

In the United States, Florida leads the nation in prosecuting minors, from direct file to reinforcing systems like the school-to-prison pipeline. While the Department of Juvenile Justice has made an active effort to move away from the punitive avenues to address juvenile delinquency, the local implementation framework outlined in Florida Statute 985 results in variability in utilization across jurisdictions, influencing the treatment and consequences faced by justice-involved youth. The study unveils the influence of congregation-based community organizations, particularly within the Direct Action Research Training network (DART), in advocating for the expansion of civil citation programs. Through comparative analysis and qualitative interviews, it demonstrates the effectiveness of congregational advocacy in shaping juvenile justice policies. The findings underscore the necessity of statewide standards to ensure consistency and address local challenges in implementation. Additionally, the study highlights the importance of further research into the impact of socio-demographic and contextual factors on program effectiveness and youth outcomes, providing valuable insights for policy development.

Classroom action research training to develop professional educators for Muhammadiyah school teachers in Belitung

Classroom action research training to develop professional educators for Muhammadiyah school teachers in Belitung

Perceived level of understanding in writing action research of clarin south district elementary teachers: Basis for capacity building

Writing action research has become central for effective and productive learning to happen. This research aimed to determine the perceived level of understanding in writing action research among the 124 public elementary teachers from the 14 schools in Clarin South District, Division of Misamis Occidental. Frequency Count and Percentage, Weighted Mean, Standard Deviation, Kruskal-Wallis H test, and Mann-Whitney U Test were used to quantify data on the perceived level of understanding in writing action research and its significant differences when grouped according to profile. Results revealed that most of the teachers were female, 41 to 50 years old, had earned master’s degree units, and had been working as Teacher I for less than 10 years. The perceived level of understanding on writing action research among teachers of Clarin South District was generally very high (GWAM=3.37) and did not significantly differ when grouped according to their profile. Therefore, teachers were committed to ongoing professional development and had the skills and knowledge required to conduct action research. Thus, it is suggested encouragement and support for professional development, and implementation of action research training and support for collaborative research.

Classroom Action Research Training and Assistance for Science Teachers at Attohiriyah High School, Bodak, Central Lombok

Community service carried out by the service team chose schools as targets for implementing activities. School selection is carried out through initial observations to find out the problems and appropriate solutions. This service activity takes the form of training in preparing Classroom Action Research (CAR). The activities carried out were not only limited to training, but the service team also provided assistance to Attohiriyah Bodak High School teachers, especially natural science subject teachers, namely physics, chemistry and biology teachers. The benchmark for the success of this activity is the participant's response and the follow-up provided after the training. Responses from teachers participating in training and mentoring. Most of them gave positive responses and stated that this activity was very useful for teachers in carrying out or creating scientific work

MENINGKATKAN KEMAPUAN MENULIS GURU MELALUI PELATIHAN PENELITIAN TINDAKAN KELAS (PTK)

The purpose of this service is to improve teachers' writing skills through the application of Classroom Action Research Training (PTK). This activity is in collaboration with the West Lombok School Principals Group (MKKS) and the Basic Education Quality Improvement Agency (BPMPD) (CLUSTER VI Lingsar District). The training organized involves a series of structured activities designed to improve teacher skills in Compiling and creating research reports Classroom actions which are further amended in the form of research articles. By involving teachers as agents of change, this dedication has succeeded in creating a dynamic and responsive learning environment. In addition, teachers have developed skills of analysis, reflection, and adjustment of their learning practices. Thus, the conclusion of this service confirms that the teachers who participated in the PTK training have been able to understand all the material presented and create a positive impact to develop themselves in the learning process that is inseparable from the implementation of classroom action research (PTK) in the classroom.

Upaya Peningkatan Kemampuan Guru Dalam Penulisan Karya Ilmiah Melalui Pelatihan Penelitian Tindakan Kelas Di Wilayah Binaan Kecamatan Kalidawir Kabupaten Tulungagung

The aim of this research was to strive to improve teachers' abilities in writing scientific papers through classroom action research training in the target area of ??Kalidawir District, Tulungagung Regency. Training activities are carried out in three stages, namely: preparation stage, implementation stage and reporting stage. The implementation of this training can be said to be successful. The indicators that serve as benchmarks for the success of implementing this service activity are the achievement of the activity objectives, namely increasing teachers' understanding of PTK, increasing motivation in implementing PTK and teachers gaining direct experience in preparing PTK proposals. The results of the research are scientific work which is rarely done by teachers, especially in madrasas. On the other hand, teachers realize that one of their tasks is to develop their ideas in the field of education in the form of scientific work. This is likely caused by limited abilities in compiling scientific work. The implementation of this training can be said to be successful. The indicators that serve as benchmarks for the success of implementing this training activity are the achievement of the activity objectives, namely increasing teachers' understanding of PTK, increasing motivation in implementing PTK and teachers gaining direct experience in preparing PTK proposals. The indicators that show success in providing experience implementing PTK and reporting PTK results cannot yet be measured. This is because no participant has officially submitted a request for assistance in implementing and reporting PTK results. Further training activities can be strengthened by providing special assistance to MI teachers to carry out classroom action research so that they are able to make PTK reports properly and correctly.

Expanding Community Health Worker decision space: learning from a Participatory Action Research training intervention in a rural South African district

BackgroundWhile integral to decentralising health reforms, Community Health Workers (CHWs) in South Africa experience many challenges. During COVID-19, CHW roles changed rapidly, shifting from communities to clinics. In the contexts of new roles and re-engineered primary healthcare (PHC), the objectives were to: (a) implement a training intervention to support local decision-making capability of CHWs; and (b) assess learning and impacts from the perspectives of CHWs.MethodsCHWs from three rural villages (n = 9) were trained in rapid Participatory Action Research (PAR) with peers and community stakeholders (n = 33). Training equipped CHWs with tools and techniques to convene community groups, raise and/or respond to local health concerns, understand concerns from different perspectives, and facilitate action in communities and public services. CHWs’ perspectives before and after the intervention were gained through semi-structured interviews. Data were collected and analysed using the decision space framework to understand local actors’ power to affect devolved decision-making.ResultsCHWs demonstrated significant resilience and commitment in the face of COVID-19. They experienced multiple, intersecting challenges including: limited financial, logistical and health systems support, poor role clarity, precarious employment, low and no pay, unstable organisational capacity, fragile accountability mechanisms and belittling treatment in clinics. Together, these restricted decision space and were seen to reflect a low valuing of the cadre in the system. CHWs saw the training as a welcome opportunity to assert themselves as a recognised cadre. Regular, spaces for dialogue and mutual learning supported CHWs to gain tools and skills to rework their agency in more empowered ways. The training improved management capacity, capabilities for dialogue, which expanded role clarity, and strengthened community mobilisation, facilitation and analysis skills. Development of public speaking skills was especially valued. CHWs reported an overall ‘tripe-benefit’ from the training: community-acceptance; peer support; and dialogue with and recognition by the system. The training intervention was recommended for scale-up by the health authority as an implementation support strategy for PHC.ConclusionsLack of recognition of CHWs is coupled with limited opportunities for communication and trust-building. The training supported CHWs to find and amplify their voices in strategic partnerships, and helped build functionality for local decision-making.

Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers

Action Research Training: Its Effect on the Research Attitude, Knowledge, and Performance of Teachers. Objectives: This study aimed to determine the effect of action research training on the attitude, knowledge, and performance of teachers in research. Methods: This study used the mixed methods sequential explanatory design. Forty-one public secondary teachers at Prieto Diaz, Sorsogon, Philippines were purposively chosen as research sample. Findings: Action research training that involved collaboration, coaching, and research support from mentors did not significantly improve the attitude and knowledge in research, but was effective in enhancing the performance of teachers in action research proposal preparation. Moreover, the participants claimed that the action research training was useful, effective, and transformative. Conclusions: Training, collaboration, support from mentors, favorable attitude, and knowledge contributed to the increased performance of teachers in action research. Keywords: attitude in research, knowledge in research, performance in research, action research training. DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202314

Management of Continuous Professional Development through Competency-Based Training Model for Junior High School Teachers

One of the strategies to improve teachers' skills and professionalism is the practice of continuous professional development. To fulfill the demands of students and learning in the 21st century, teachers must have a strong foundation and knowledge of ongoing professional development. However, a-business-as-usual continuous professional development does not contribute to any significant improvements for teachers of junior high school in Pematangsiantar. The objective of this research was to develop a management model for teachers’ continuous development. This is carried out through competency-based training with a heutagogy approach. A development model called ADDIE, which stands for Analysis, Design, Develop, Implementation, and Evaluation was used to develop the management model. The subject of this research was 80 junior high school students in Pematangsiantar. They were divided into 30 and 50 people for the limited trial and the broad trial, respectively. Questionnaires were distributed as the instrument of data collection. The data was then analyzed using a statistical descriptive analysis technique. The research found that the effectiveness of the competency-based training management model was measured by the N-Gain score, in which the G-value was 0.79 and 0.82 for limited trial and broad trial, respectively, which was in the high category. The results of the assessment of the effectiveness of the model obtained an average value of 94%, which was in the "very good" category. The effectiveness of the training program was assessed from the aspects of reactions, learning, behavior, and results, and the results show that the assessment of the classroom action research training program obtained an average score of 92%, or a very good category, which means that the classroom action research training program is very effective in improving teachers’ competence. The significance of this model has been proven to give an innovative solution to teachers’ continuous professional development. Doi: 10.28991/ESJ-2023-07-01-014 Full Text: PDF

Engaging Public Health Critical Race Praxis in Local Social Determinants of Health Research: The Youth Health Equity and Action Research Training Program in Portland, OR-yHEARTPDX.

The social determinants of health (SDH) have long been considered a core mechanism through which racial health inequities are (re)produced and incubated in the U.S. Moreover, scholars have expressly—and appropriately—named structural racism as a precursor to inequities associated with SDH. However, while research on racial health inequities—SDH-related or otherwise—continues to grow, communities of color remain grossly underrepresented as public health researchers and practitioners. Additionally, although SDH are experienced in a very local sense, much research and practice fails to more deeply and thoroughly engage and center local community knowledges. Thus, much work around SDH and racial health inequities presents, ironically, as structurally racist itself—being done/led mostly by White scholars and in ways that do not “center the margins”. Moreover, in the context of public health practice, youth perspective is seldom centered within local health department (LHD) community SDH assessment efforts. With these challenges in mind, this paper introduces and discusses the development of the youth health equity and action research training (yHEART) program as a model for public health researchers/practitioners to engage public health critical race praxis (PHCRP) to better understand and respond to local SDH in communities of color. Specifically, we highlight the significance of PHCRP principles of “voice” and “social construction of knowledge” in advancing antiracism in research and LHD practice related to local SDH. First, we articulate core conceptual and theoretical groundings that informed the yHEART program’s development and animate its ongoing training and research activities. Second, we outline the program’s core training components and overall process, and provide some brief illustrative examples of work completed during the program’s first iteration—yHEART PDX, Vol.I: Youth Participatory Research on Local Social Determinants of Health. We then close with a discussion that reflects on program strengths, challenges, and implications for SDH and racial health equity research/practice in light of growing calls for an antiracist public health.

Upaya Meningkatkan Kualitas Profesionalisme Guru di Masa Pandemi: Pelatihan Penelitian Tindakan

The development of the teaching profession during the pandemic declined, because limited interaction and mobility made some teachers reluctant to innovate and be creative in learning. The purpose of this activity is to improve the quality of teacher professionalism through Classroom Action Research training. The methods used are discussions, lectures, and practice of proposal preparation, implementation, and preparation of reports and articles in journals. The result of this service is that the teacher has an understanding of Classroom Action Research after attending the training, can determine problems based on the results of learning reflections, prepare proposals, compile reports and articles in journals.

UPAYA MENINGKATKAN KOMPETENSI GURU-GURU BAHASA JERMAN MELALUI PELATIHAN PENELITIAN TINDAKAN KELAS

Improving teacher competence is important in learning German. To improve the quality of learning German, the Devotion Team at the Department of German Language Education FBS-UNY held a Classroom Action Research training for German language teachers who are members of the Indonesian German Teacher Association (IGBJI). This Community Service Activity is realized in the form of a 32-hour training (workshop) which is divided into 3 meeting sessions. First session contains an explanation of the theories and methods of Classroom Action Research. Meanwhile, second session contains mentoring activities to find research ideas, and last Session contains presentations of research proposals from selected participants. This training activity is carried out entirely online using the Zoom application. Classroom Action Research training activities can be carried out properly and get the results as planned. The attendance rate of registered participants is in the good category. Average attendance of 50 people per session (69.4%) of the total 72 registrants. Participation of participants in the discussion is also good. At the end of the activity, 23 Classroom Action Research proposals were produced. Thus, German teachers are able to apply the results of this activity by observing the state of learning German in their respective schools and taking scientific steps to carry out action research.

Self-Care as a Method to Cope With Suffering and Death: A Participatory Action-Research Aimed at Quality Improvement.

IntroductionPalliative care is an emotionally and spiritually high-demanding setting of care. The literature reports on the main issues in order to implement self-care, but there are no models for the organization of the training course. We described the structure of training on self-care and its effects for a Hospital Palliative Care Unit.MethodWe used action-research training experience based mostly on qualitative data. Thematic analysis of data on open-ended questions, researcher’s field notes, oral and written feedback from the trainer and the participants on training outcomes and satisfaction questionnaires were used.ResultsFour major themes emerged: (1) “Professional role and personal feelings”; (2) “Inside and outside the team”; (3) “Do I listen to my emotions in the care relationship?”; (4) “Death: theirs vs. mine.” According to participants’ point of view and researchers’ observations, the training course resulted in ameliorative adjustments of the program; improved skills in self-awareness of own’s emotions and sharing of perceived emotional burden; practicing “compassionate presence” with patients; shared language to address previously uncharted aspects of coping; allowing for continuity of the skills learned; translation of the language learned into daily clinical practices through specific facilitation; a structured staff’s support system for emotional experiences.DiscussionSelf-care is an important enabler for the care of others. The core of our intervention was to encourage a meta-perspective in which the trainees developed greater perspicacity pertaining to their professional role in the working alliance and also recognizing the contribution of their personal emotions to impasse experienced with patients.

High school administrators' and teachers' perceptions of their educational action research skills

Educational action research has attracted significant attention from teacher-researchers and school administrators in recent years due to the method's effectiveness in teaching practices. Besides, educational action research skills are regarded as one of the essential aspects of doing action research. The present study aims to examine administrators' and teachers' perceptions of their educational action research skills; compare educational action research skills between the trained and the untrained groups and between the group that conducted the research and the group that did not. The study used the 11-item scale to survey 255 respondents (16 administrators and 239 teachers) from eleven high schools in Binh Duong province, Vietnam. The descriptive analysis was used to assess perceptions of high school administrators and teachers on their educational action research skills. Our results indicate that administrators and teachers assess their educational action research skills very good. The trained group's educational action research skills are higher than the untrained group. Educational action research skills of the group conducted research is higher than the group that did not. The present findings provide more information on educational action research among administrators and teachers in Binh Duong province. Educational action research training programs, workshops, and educational policies should be implemented to reinforce and promote educational action research skills.

Pelatihan Metode Penelitian Tindakan Kelas untuk Meningkatkan Kualitas Pembelajaran di SMPK Santa Clara Surabaya

The task of the teacher is to improve the quality of learning in a systematic and controlled manner through the use of educational research. The results of interviews with the principal at SMPK Santa Clara Surabaya, have obtained information that most teachers have not been able to improve the quality of learning. Classroom Action Research (CAR) training is expected to be able to understand and apply educational research methods to help solve learning problems. The training methods include material explanation, assignment, proposal making, individual presentation, task discussion, presentation assessment and training evaluation. The results of the training evaluation conducted through the Google Form application showed that 7 participants (58.3%) stated it was sufficient, 3 participants (25%) said it was good, and 2 participants (16.7%) stated that it was very good in understanding and implementing classroom action research proposals based on training method used. The results of the assessment of the PTK proposal presentation showed a very good criterion value with details of the performance criteria of 5 people (41.6%), mastery of 3 participants (25%), quality of material 4 participants (33.3%), use of time 5 participants (41.6 %) and the ability to answer 4 participants (33.3%).

Pelatihan Analisis Data Penelitian Tindakan Kelas Bagi Guru SMA/SMK Di Wilayah Kabupaten Dan Kota Jayapura

Several previous studies provide evidence that Classroom Action Research benefits teachers in improving a deep understanding of students’ thinking and learning, making changes to the teaching and developing teacher’s professional process, improving self-confidence in teaching ability and changing insights about teaching and learning and renewing commitment to the teaching profession. Currently the problem that occurs is that some teachers have not been optimal in conducting and producing good class action research reports, as well as creating articles sourced from class action research activities carried out that can then be published through scientific journals. In order to improve the competence of teachers to be able to produce a scientific paper that can be used as publication article of scientific journals carrying out class action research training activities for high school/vocational teachers in the Jayapura Regency and Jayapura City. Trainig Data Analysis Class Action Research uses the practical method of data analysis using SPSS analysis tools, the purpose of using this method is to ensure that this training can provide increased competence and understanding for participants during the training.

Improving teacher quality through classroom action research

Classroom Action Research Training for Aisyiyah PAUD Central Java Teachers to Improve the Quality of Learning delivered by the Principal and Teacher Training of PAUD 'Aisyiyah PWA Central Java, this activity aims to: 1) instill awareness in PAUD 'Aisyiyah teachers on the importance of Classroom Action Research 2) improve skills prepare proposals for Classroom Action Research 3) provide assistance related to Classroom Action Research, 4) train teachers to be able to provide treatment to the subjects studied, so that they experience positive changes. The methods used in this training are presentations, discussions, case studies. This training activity was attended by 142 teachers from PAUD 'Aisyiyah in Central Java. The results of the service are theoretically successful, this can be seen from the enthusiasm of the training participants who actively ask questions about the problems they encounter related to the steps of preparing the CAR proposal, but judging from the practice of preparing the proposal the results have not been satisfactory, because only 15% of participants can prepare a CAR proposal properly. and 33% is considered sufficient, while 52% of participants have not succeeded in compiling a CAR proposal. It is not easy to write CAR, it requires independent effort training from the teacher concerned to solve the problems faced in PBM. In general, PAUD 'Aisyiyah Central Java teachers need further assistance in writing Classroom Action Research.

PROGRAM PENDAMPINGAN DAN PELATIHAN PENELITIAN TINDAKAN KELAS DENGAN MENERAPKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DI SMPN 1 LUMPO

The focus of this study is to analyze the problem-based learning model that can be applied to students holistically or holistically. The method used in this study is data collection on program implementation, workshops to improve teacher pedagogic competence in implementing problem based learning models, mentoring in classroom action research training, building cooperative relationships between partners and the Education Office at the District and Provincial levels and evaluation. The results of the study show that the learning process still depends on concrete objects and experiences experienced directly. The first problem that arises is the teacher, the second problem is learning activities, and the third problem is learning resources and learning models. While the solution is that the teacher is able to find a learning model that matches the results of the research and observations made by the teacher at school. The preparations carried out include: preparation of learning, implementation of learning, and evaluation of learning processes and outcomes.

Pelatihan dan Pendampingan Penelitian Tindakan Kelas bagi Guru SMP Aisyiyah Muhammadiyah 3 Malang

Teachers must be able to increase the standard of their student's education. Various innovations in improving the quality of learning can be done through Classroom Action Research. However, the facts show that the productivity of teachers at SMP 'Aisyiyah Muhammadiyah 3 Malang has not shown significant development. As part of efforts to improve the quality of student learning in class, many teachers have not been able to implement Classroom Action Research. Therefore, this service seeks to provide classroom action research training assistance to teachers of SMP 'Aisyiyah Muhammadiyah Malang. This service program is carried out in four structured activities, namely sharing, concept expository, training and mentoring, and writing research articles. Through the activities that have been carried out, it was found that the main cause of the absence of the research being conducted was motivation. Through psychological strengthening and intensive mentoring, supported by a strategy to develop worksheet instruments, can provide significant results. Teachers of SMP 'Aisyiyah Muhammadiyah 3 Malang can design and produce classroom action research.

A Quantitative Study of Teachers' Perception of Usefulness of Action Research Skill

The study was aimed to measure teachers' perception of the usefulness of action research skills. The study was quantitative in approach and experimental in nature. The population of the study consisted of all the female teachers working in public secondary schools of district Kasur. A sample of six teachers from the accessible public school was selected by using the purposive sampling technique. An intervention of "Action Research Training"was administered to measure teachers' perception before training, during training and after training program. The researcher used ABA design in which the researcher established a baseline behavior ("A" phase), administered an intervention of an action research training ("B" phase), and then withdrew the intervention ("A" phase). A five-point Likert type scale questionnaire developed by Sharar (2016) consisted on 33 statements under four factors with Cronbach’s Alpha value of 0.94 was adapted to measure teachers’ perceptions about AR before, during and after engaging in ART. Study revealed that during treatment and withdrawal phase teachers developed positive perception about usefulness of action research as compared to baseline phase. The action research training programme has the potential to significantly improve teachers' perceptions about the usefulness of action research skill in solving classroom problems.