Participatory Action Research Model Research Articles

PENDAMPINGAN MUJAHADAH DAN ISTIGHOSAH UNTUK MENINGKATKAN KECERDASAN SPIRITUAL KEAGAMAAN SANTRI DAN MASYARAKAT

Abstract : This Mujahadah and Istighosah activity was carried out in order to guard and develop the spirituality of the community and students in the Raudhatul Ulum Campurejo Bojonegoro Islamic Boarding School. A person's spiritual level sometimes rises, sometimes falls, so efforts are needed to stabilize this condition. For example, there is a student who has just entered the boarding school and is naughty at first, then after being at the boarding school and graduating, he becomes an obedient child. This cannot be separated from the efforts of a kyai or ustadz, namely dhohir and inner efforts. Dhohir's efforts include teaching, directing, educating and so on. Meanwhile, inner efforts are prayer, penance, mujahadah, istighosah and so on. These two efforts must be carried out in balance. So we, as a community service team, want to hold Mujahadah and Istighosah assistance activities to improve the religious spirituality of the community and students in the Raudhatul Ulum Campurejo Islamic Boarding School, Bojonegoro. The Community Service method used is the Participatory Action Research model. Namely, the mentor goes directly to the field to oversee the mentoring process from the beginning to the end of the activity. The stages or steps that will be taken in carrying out mujahadah and Istighosah assistance to increase religious spiritual intelligence are as follows: Identification of needs and goals, Determining companions, Gathering information, Forming groups or clusters, Preparing programs and schedules, Implementing mujahadah and istighosah practices, Teaching mujahadah and istighosah material, Monitoring and evaluation, Support and motivation and finally program evaluation
 Keywords: Mujahadah, Istighosah, Spiritual intelligence 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education

The purpose of this educational intervention was to introduce, iteratively adapt, and implement a digital formative assessment tool in a surgical speciality. The study also evaluated the intervention's impact on perioperative teaching, learning, feedback, and surgical competency. A participatory action research model with a mixed methods approach. This study was performed over 10 months in an institutional hospital in South Africa with a general surgery department. Twelve supervising surgical trainers/faculty and 12 surgical trainees/residents consented to participate in the intervention. The first 4 months of the intervention focused on relationship building, a multi-stakeholder contextual needs assessment and training sessions to support a shared mindset and shift in the teaching and learning culture. The final adapted perioperative competency-building tool comprised a 23-item assessment with four open-text answers (Table 1). Over the following 6-month period, 48 workplace-based competency-building perioperative evaluations were completed. Most trainees took less than 5 minutes to self-assess (67%) before most trainers (67%) took less than 5 minutes to give oral feedback to the trainee after the perioperative supervised learning encounter. On average, the digital tool took 6 minutes to complete during the bidirectional perioperative teaching and learning encounter with no negative impact on the operational flow. All trainers and trainees reported the training and implementation of the digital tool to be beneficial to teaching, learning, feedback, and the development of surgical competency. Analysis of the completed tools revealed several trainees showing evidence of progression in surgical competency for index procedures within the speciality. The focus groups and interviews also showed a change in the teaching and learning culture: more positively framed, frequent, structured, and specific feedback, improved accountability, and trainee-trainer perioperative readiness for teaching. Highlighted changes included the usefulness of trainee self-assessment before perioperative trainer feedback and the tool's value in improving competency to Kirkpatrick Level 4. Implementing an adapted digital Workplace-Based Assessment (WBA) tool using a participatory action research model has proven successful in enhancing the effectiveness of supervised perioperative teaching and learning encounters. This approach has improved teaching and feedback practices, facilitated the development of surgical competency, and ultimately impacted the overall culture to Kirkpatrick level 4. Importantly, it has positively influenced the trainee-trainer relationship dynamic. Based on these positive outcomes, we recommend using this effective method and our relationship-centred framework for implementing formative competency-building tools in future studies. By doing so, larger-scale and successful implementation of Competency-Based Medical Education (CBME) could be achieved in various contexts. This approach can potentially enhance teaching and learning encounters, promote competency development, and improve the overall educational experience for surgical trainees and trainers.

Participatory Action Research in the Development of Higher Education with Digital Media

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

The longitudinal effect of disseminating handwashing public health education to children in India via co-created, culturally relevant resources.

Infectious diseases are a leading cause of death for children from low- and middle-income countries (LMICs), often due to inadequate hand-hygiene. This study evaluates culturally relevant educational resources as a vehicle to disseminate the importance of handwashing amongst children in India. Employing a participatory action research (PAR) model and mixed methods, this follow-up longitudinal study evaluates a set of innovate educational handwashing resources and workshops specifically co-created for use in the State of Gujarat, and how they aid teachers in the teaching of hand-hygiene over a 3 year period. Working alongside local NGOs on-the-ground, teacher questionnaires (n=58) and focus groups including a brief questionnaire with teachers (n=35) were conducted to assess the impact of trainer workshops. In addition, pre- and post-workshop worksheets were conducted with children (n=98). Percentage change was calculated between children's pre-and post-worksheet scores and a cumulative frequency of responses to each questionnaire criterion was measured. Data from the focus group found that the resources had been used in over 200 schools by more than 5000 children. In addition, 92.28 % of teachers said they would use the resources within their classrooms in India, with 58.16 % of pupils having an increased understanding of germs/handwashing directly after the workshop. Teachers reported that they are able to teach microbiology and handwashing more effectively. Furthermore, following a focus group, 100 % of teachers noted a reduction in childhood vomiting and diarrhoeal illnesses linked with insufficient hand-hygiene across 46 schools in the State of Gujarat since using the Germ's Journey resources.

Cultivating Ecological Understandings in Participatory Action Research - Insights from Dharma Yoga Metaphor

As a PhD researcher, I worked with Participatory Action Research (PAR). To this reference, this paper reflects upon my personal experiences and intellectual development in maintaining inner calm and balance when faced with the outcomes and reactions of practitioner research that follow. I achieved this by utilizing the metaphor of Dharma Yoga, derived from the Vedic tradition. In this reflective inquiry, my focus lies in the field of education, where the application of Dharma Yoga metaphor emphasizes ecological principles like authenticity, relationality, and ethical responsibility. Through this emphasis, I hypothesized that ecological PAR encourages individual growth and societal advancement through inner transformation and outer manifestation of those involved in PAR. My reflection, first, observed the prevalence of the procedural aspects of the PAR model prevalent in the Northern Hemisphere, which centers on organizational learning. Thereafter, my reflective observations shifted to the values of fairness, self-governance, and empowerment embodied in the Southern Hemisphere’s PAR paradigm. Mindful of the limitations in both forms of PAR, I began integrating the metaphor of Vedic Dharma Yoga, which eventually created an additional dimension of ecological epistemology. This framework involved reflective introspection, practical implementation, and collaborative involvement as means, through which practitioner researchers in the field of PAR can engage in selfless practical activities and maintaining inner calm and balance throughout the process. Also, it acknowledged the valuable attributes of both Northern and Southern PAR paradigms while enriching them with the intricate ethical connections between practitioner-researchers and their practical applications.

Pengembangan Kompetensi Manajemen Layanan Bimbingan Dan Konseling Menggunakan Classpoint Pada Guru BK Di Palangka Raya

Guidance and counseling cannot be separated from the influence of advances in information technology. This means that in the planning process, the activity reaches the evaluation and follow-up stage of the guidance and counseling service activities to use information technology. One of the counseling services that cannot be separated from technological advances is information services. One application that can generate student activity and participation is the classpoint application. The classpoint application is a media that is integrated with Microsoft PowerPoint which in its application encourages interactions that occur between the presenter and the audience. The objectives of community service for those carried out at Palangka Raya State Junior High School are, 1) To find out the description of the ability of BK teachers in Palangka Raya in utilizing information technology. 2). To develop a training design for using the Classpoint Application for BK teachers in Palangka Raya. 3). To see the effectiveness of training on the use of the Classpoint Application for BK teachers in Palangka Raya. The method used in community service is by using a participatory action research (PAR) model. PAR is research to define a problem or apply information into action as a solution to a problem that has been defined. The principle of PAR implementation uses the to know, to understanding, to plan, to action and to reflection (KUPAR) cycle. The details of service activities in each of the steps are as follows, 1). To find out, it is done by identifying problems in the use of IT media in making BK media. 2). To Plan where researchers and communities plan actions to review plans from various relevant sources such as books and research articles to solve problems with the most effective and efficient solutions. 3). Actions where the researcher implements the plan that has been planned in the previous step, 4). Reflection where researchers find and monitor actions that have been taken for reflection. The targeted outputs of this activity are videos uploaded on YouTube, scientific articles to be published in Sinta 4 accredited scientific journals, and IPR scientific articles.

Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy

Abstract Libraries are charged with being inclusive spaces for all patrons. Library (library and information science [LIS]) preparation programs, by extension, must prepare the next generation of librarians to meet the needs of an increasingly diverse population. It is imperative that today’s librarians are equipped to infuse diversity, equity, and inclusion (DEI) theory with best practice when establishing policy and procedure for the library environment, staff, and programing. With little research and no established protocol in LIS education, it is unclear how pre-service librarians are trained in DEI to meet the needs of all users. This exploratory study used a participatory action research model to examine how a library educator-researcher might begin to develop a framework centered on cultural competence and implement it with one class of emerging librarians to explore issues impacting racial DEI in library services. Findings suggest that the framework provided a structure by which the LIS students could interrogate their own bias, gain greater empathy toward understanding DEI and racial issues, and begin to shift their beliefs toward creating a culturally responsive library setting.

Bridging Knowledge Creation and Conservation Practice through Participatory Action Research on Private Lands

Ongoing failure to resolve how wildlife and people can co-exist on private land contributes to the global decline of wildlife populations. Experience in Tasmania, Australia suggests a disconnect between wildlife researchers, environmental agencies, and private landholders that prevents new scientific insights from translating into improved wildlife management practices. This case study based on a participatory action research model, describes a wildlife conservation initiative called WildTracker. WildTracker created hands-on collaborations among private landholders, university researchers, and the Tasmanian Land Conservancy (TLC). Landholders from 3 regions (total area 9977 km²) participated in an iterative 2-year research process involving problem-framing workshops, data collection (mammals, birds, and habitat) using wildlife cameras and sound recorders, data analysis, and discussion of results. Participants contributed more than 2,000 hours to the project, resulting in more than 500,000 wildlife observations, with many landholders now implementing research findings, guided by locality-specific data on wildlife populations, feral animals, and habitat condition. WildTracker has evolved from a short-term participatory research project into an ongoing collaborative citizen science program that is documenting and contributing to on-the-ground and evolving wildlife conservation outcomes.

Sosialisasi Penggunaan Media Pembelajaran Berbasis WEBS Dalam Pembelajaran ESP

Education has many elements and dimensions that refer to learning media as a determining factor for the success of learning activities. The use of media in its implementation, of course, has the aim of helping the learning process run more optimally and structured. The media determines the success or failure of the learning process. ESP learning at Al Mujtama Pamekasan Islamic High School, needs to be developed using Website-based learning media. The implementation of this service applied the Participatory Action Research (PAR) method and model. This activity lasted for three days, namely on 4, 5 and 6 April 2022 which was carried out offline with theoretical and practical concepts to all lecturers at STAI Al Mujtama.Pamekasan. There were some activities done covering the introduction, delivery of service stages, and socialization of the use of Webs-based ESP learning media. The results obtained from this service, namely lecturers are able to convey subject matter well, lecturers are easier to convey material to students, improve the quality of learning outcomes, learning is more directed, learning is more concrete and feels better understood. Internal audits are conducted twice per semester by stakeholders affiliated with the Quality Assurance Institution (LPM). This is done as a way to control the performance of teachers at Madrasah Al Mujtama Pamekasan. It is hoped that the next service will be developed in the development of very relevant materials and outputs in the form of the English for Specific Purposes (ESP) book according to the knowledge at STAI Al Mujtama Pamekasan.

Development and implementation of innovative concepts for language-sensitive student laboratories

In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

Participatory Action Research (PAR) Model for Developing A Tourism Village in Indonesia

The Participatory Action Research (PAR) Model is not only referred to as a research method but is also referred to as an approach to community empowerment and development, including community-based tourism development. This paper describes the stages of empowerment and development of a tourist village in Indonesia using the Participatory Action Research (PAR) approach consisting of observing, mapping, reviewing, making program diagram maps, and re-planning the development of tourist villages. The data obtained through the PAR approach were analyzed using the Nvivo 12 Plus Software. This paper reveals that Ngadas Village has tourism potential, including nature tourism and socio-cultural tourism. The tourism potential of Ngadas Village has not been managed and developed properly due to the limitations of village facilities and infrastructure that support the presence of Ngadas Village as a tourist village. The participatory integrative model is a model that can be implemented to develop Ngadas Village as an agriculture-based tourism village. Through this model, stakeholders, especially the village government, local government, universities, and local communities, can synergize and play a role according to their respective abilities, which are directed to realize the same goal, namely to build Ngadas Village as a tourist village as a source of opinion that supports community welfare. The findings of this study contribute to the development of local tourism in developing countries, especially in Indonesia.

The Overdose Crisis and Using Alone: Perspectives of People Who Use Drugs in Rural and Semi-Urban Areas of British Columbia

Background: A significant rise in the rate of overdose deaths in British Columbia (BC), driven by fentanyl contamination of the illicit drug supply, led to the declaration of a public health emergency in 2016. Those at greatest risk of death are people who use alone. This community-based participatory action research study based in the Fraser East region of BC study aimed to overview underlying factors that contribute to unwitnessed overdoses in semi-urban and rural settings. Methods: This descriptive study used a community-based participatory action research model with peer research associates (PRAs) involved at various research stages. In total, 22 interviews were conducted with participants aged 19 and over who used illicit drugs in the Fraser East since the start of the public health emergency in 2016. A collaborative data analysis approach was taken for data interpretation, and content analysis was performed to explore themes surrounding using alone. Results: Among people who use drugs (PWUD), using alone was found to be influenced by (a) the availability of drugs and personal funds, (b) personal safety, (c) stigma and shame, (d) protecting privacy, (e) mental health conditions and addiction, and (f) the lack of engagement with harm reduction services. At times, using alone was due to unforeseen, episode-specific situations. Conclusion: A multi-dimentional and context-specific approach is needed in overdose prevention and response for people who use drugs alone. There is need for enhanced approaches that address or include support services for families to reduce stigma and isolation of those at risk of an overdose.

Supporting Open Education through a Coordinated Network of Support

In this article, Montgomery College discusses the adoption of H5P, a free and open-source content collaboration framework based on JavaScript that was used in substitute paid practice opportunities for students in Spanish 101 and 102. Utilizing a participatory action research model, three faculty and 47 students collaborated to inform the design, development, and refinement of H5P RLOs designed to meet institutional goals through targeted student practice. Results of the faculty-student collaboration demonstrated a high level of satisfaction (4.54 average rating out of five) and practicality and usefulness of the H5P practice materials as a viable tool that helped them achieve success in their courses (89%). This work led to the development of the Maryland H5P Collaborative Network (Network) co-launched in partnership with the Community College of Baltimore County in 2021. The Network brings together over 250 educators from 40 different institutions across the United States to share best practices and action research in support of Open Educational Resources (OERs) and Reusable Learning Objects (RLOs).

PENDAMPINGAN MENINGKATKAN MUTU MANAJEMEN PAUD BINAAN

The research aimed to find out whether the quality of PAUD management assistance could improve. Research-based service was carried out at RA Perwanida 3 and PAUD Kaisah. This study used the Participatory Action Research (PAR) model of the Kemmis, S. & McTaggart , R. Research methodology which was carried out in a series through online material delivery assistance and direct mentoring to each PAUD unit. The implementation of the activity is carried out in 5 steps, namely diagnosis, making an action plan, taking action, evaluating and reflecting. Data analysis using data analysis quantitative data analysis and qualitative data analysis. Quantitative data analysis was obtained from the description of the value of document completeness, pre and post mentoring. While the qualitative data analysis was obtained from field notes, documentation notes and interview notes using four parts, namely data reduction, display data and conclusion data. The results of the dedication research with assistance to improve the quality of the assisted PAUD management, the average document data obtained from each of the assisted institutions has increased by 37%, which is based on 30 assessment indicators, 26 indicators have been successfully fulfilled by each of the assisted PAUD institutions so that initially the average file completeness was 49% after being given assistance to 86%.

DEVELOPING A THINKING CULTURE IN THE CLASSROOM: A PARTICIPATORY ACTION RESEARCH

In this study, cooperating with the classroom teacher, the researcher aimed to improve the thinking skills of students through teaching activities prepared based on the dimensions of thinking cultures. The research is designed using the qualitative paradigm in the participatory action research model. A total of six cycles were carried out during the thirty-three-week application process in line with the ‘cultures of thinking dimensions’ along the research process. The implementation process focusing on the cooperation of the teacher and researcher as a weekly cycle in the form of problem detection, literature review and seminar, preparation, implementation, monitoring and evaluation of the action plan. The action research reveals that developing a culture of thinking increases the diversity and frequency of utilization of the thinking skills by students. The results indicate, that although practices related to the culture of thinking approach contribute to the development of students’ thinking skills, this development is slow and the teacher’s motivation in this regard is an important variable.

Refugee Higher Education & Participatory Action Research Methods: Lessons Learned From the Field

Refugee access to higher education is devastatingly low. Recognizing the complex barriers facing refugee learners, global educational initiatives are innovating flexible learning models which promote blended online and in-person learning modalities. This article describes the implementation of a five month, online-based internship pilot offered to 21 refugee participants in qualitative and quantitative research methods, through a participatory action research (PAR) framework in five different countries -- Malawi, Kenya, South Africa, Rwanda, and Lebanon. The internship is part of the Global Education Movement (GEM), which brings refugees accredited online college degree and career development opportunities. Through direct engagement, observation of the internship and feedback from staff and participants, we highlight the ways in which the PAR model can serve as a dynamic learning approach to engage refugees in research practice and an evaluative tool of the GEM program. While the use of online learning presented several clear advantages, such as engaging multiple GEM sites simultaneously or insulating students from delayed studies due to the Coronavirus pandemic, it also revealed variations in student competencies across program sites. In this article, we review the GEM PAR internship, its lessons learned and propose recommendations for future programming.

Using Reciprocal Teaching for Improving Students’ Skills in Mathematical Word Problem Solving - A Project of Participatory Action Research

<p style="text-align:justify">This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.</p>

Reducing Barriers and Achieving Success in Registration Examination Among Internationally Educated Nurses: A Participatory Action Research Project.

Multiple challenges impede the Internationally Educated Nurses (IENs) professional development and success in writing the registration examination. This paper aims to explore these challenges and describes the educational program which adopts a tailored mentoring approach to facilitate their successful completion of the registration exam.Methodology: Participatory Action Research model informed the development and revision of the educational process. For this qualitative study, individual 1:1 audiotaped and telephone interviews were conducted among the initial participants to explore their experiences in the program. Findings from this study provided more insights as to participants' success in passing registration examination and enhanced performance in their clinical practices. From the thematic analysis, we interpreted the IEN's journey in their knowledge transition into four major themes: Acknowledging the barriers, Learning the new culture, Making progress, Transitioning into power. This project demonstrated that the integration of a strong mentor-mentee relationship that gives voice to the participants' learning experience so as to meet their knowledge gaps, engenders a deeper understanding of Canadian professional nursing practice, positions them for success in writing the registration examination and builds a sense of empowerment among them.

Empowering student voice in a secondary school: Character Education through project-based learning with students as teachers

ABSTRACT This project explores ‘meaningful’ student voice development in an evaluation of project-based Character lessons taught by teachers and students. In the context of a secondary school in a deprived urban ward, within a Multi-Academy Trust using value-based instruction, this evaluation is grounded in the notion that student empowerment is essential for student development. Challenging both consultative approaches to student voice and didactic values teaching, this project demonstrates that schools should create freer spaces for students to collaborate and develop their sense of agency. Based on a participatory action research model, the evaluation employs a combination of ‘students as teachers’ and project-based learning approaches. The findings demonstrate that delivering Character lessons in these ways can encourage students to develop their voices through increased engagement and active listening. Moreover, within a wider school culture valuing meaningful student voice development, these approaches to Character lessons hold the potential to empower students and enable them to become more community minded.

Beyond community gardens

The urban landscape is being transformed formally and informally to increase production and access to locally sourced produce. Although cultivation of urban produce lowers the carbon footprint of food production by removing transportation to market, there is a lack of studies that investigate both toxic element profiles and nutrient content of produce in these nontraditional settings. In this study, we examined the lead (Pb) content and essential nutrient profiles of fruit harvested from the Greater Boston urban landscape in settings ranging from city streets to urban parks to residential and commercial properties. Partnering with League of Urban Canners, a local urban harvesting organization, we created, followed, and assessed a modified participatory action research model that we call the flashlight model. Fruit samples were analyzed using X-ray fluorescence, a novel, environmentally sustainable, and economically feasible method to investigate the elemental composition of produce. Results indicated that on a fresh weight basis, averages for all urban fruit harvested in this study (with the exception of urban apples) had lead concentrations ([Pb]) below the maximum limit set by the European Commission. Daily Pb intake from consuming a serving of urban fruit was comparable to daily Pb exposure from drinking water at the maximum contaminant level. Across a suite of plant nutrients (including calcium, potassium, magnesium, phosphorus, copper, iron, manganese, and zinc), urban harvested apples and pears were 19% enriched on average compared to market samples. This study suggests that urban fruit and public produce in general could be further developed to facilitate science-based community transformations, as well as supporting the consumption of locally sourced, nutrient-rich produce and promoting food sovereignty.