scholarly journals Thinking and Acting both Globally and Locally: The Field School in Intercultural Education as a Model for Action-Research Training and Civic Learning

2017 ◽  
Vol 1 (1) ◽  
pp. 3
Author(s):  
Douglas D. Perkins ◽  
Benjamin W. Fisher ◽  
Holly L. Karakos ◽  
Sharon L. Shields ◽  
Elizabeth D. Gilbert ◽  
...  
Keyword(s):  
Action Research ◽  
Research Training ◽  
Intercultural Education ◽  
Civic Learning ◽  
Field School

scholarly journals Classroom Action Research Training Teacher Physical Education, Sports and Health in Padang City

2019 ◽  
Vol 1 (2) ◽  
pp. 160-168
Author(s):  
Masrun Masrun Masrun
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Training ◽  
Vital Role ◽  
Training Process ◽  
Classical Models ◽  
Class Room ◽  
Teaching Learning ◽  
Teacher Ability ◽  
Class Teacher

In Teaching-learning process on class, teacher playing vital role for reaching planned education purpose. But that not an easy case, because there are many problems occur in class. Those problems have to be eliminated, and the way to do that is by using class room research. Class room action research is designed to solved a teaching-learning process on class. Class room action research purposed repairing learning process simultaniusly. Class room action research conducted simultaniously to repairing teaching-learning process naturally without disturbing teaching learning process it self. Class room action research conducted based on cycle. Each cycle play vital role fo the next cycle. By conducting training activity for education sports teachers for making and designing a classroom research, they will solve the problems occur in teaching-learning process. By developing education sports teacher ability in class room research will lead the educational purposed to optimal result. Training designed by using classical models, including: discussing, interview, guiding, and assinment. At the end of the training process, every education sports teaching producing one class room action research proposal and making one research based on their own class problem.

scholarly journals Improving teacher quality through classroom action research

2021 ◽  
Vol 2 (3) ◽  
pp. 133-139
Author(s):  
Nur Amalia ◽  
Fitni Wilis
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Case Studies ◽  
Teacher Quality ◽  
Research Training ◽  
Writing Classroom ◽  
Training Activity ◽  
Central Java ◽  
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.

Developing Critical Thinking in Doctoral Students

2015 ◽  
pp. 348-370
Author(s):  
Peter Smith
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Doctoral Students ◽  
Future Study ◽  
Research Training ◽  
Relevant Literature ◽  
Action Learning ◽  
Academic Qualification

The PhD is the highest level of academic qualification, and is by its very nature an exercise in the development of critical thinking. This chapter discusses what it means to study for a PhD and the problems that students have with developing skills of criticality. The author discusses his own experiences of supervising over 50 doctoral students and relates this to the relevant literature. The role that the supervisor, research training, the thesis, dissemination and the viva can play in developing critical thinking are discussed. The power of specific techniques including reflection, action research and action learning are also explored. The chapter presents areas worthy of future study and concludes by presenting an agenda which PhD students and their supervisors might follow.

scholarly journals Creation of a Research Community in a K-12 School System Using Action Research and Evidence Based Practice

2009 ◽  
Vol 4 (2) ◽  
pp. 8 ◽  
Author(s):  
Susan D. Ballard ◽  
Gail March ◽  
Jean K. Sand
Keyword(s):  
High School ◽  
Action Research ◽  
Student Behavior ◽  
Research Training ◽  
Training Model ◽  
School Level ◽  
Library Media Specialists ◽  
Media Specialists ◽  
High School Level ◽  
K 12

Objective - The purpose of this study was to apply skills developed from an Action Research Training Model (Gordon) in the design of two action research projects to ensure that students are ethical users of ideas and information. It was deemed necessary to assess prior knowledge and attitudes of students and teachers in order to identify issues to be addressed. Methods - Both projects employed the use of survey instruments, which presented students with scenarios involving aspects of information use, and asked whether or not the actions in the scenarios were examples of ethical use. The high school survey was administered to 381 students in tenth grade English classes. The elementary survey was administered to 87 students in fifth grade. A more comprehensive survey was administered at the high school level. For each student behavior addressed by the survey, there were two questions: one eliciting the teacher’s perception of how often students engaged in that behavior, and the second how often the teacher had to confront a student about the same behavior. Participation was voluntary, and 36 teachers took the survey. Results - Surveys administered at the high school level showed that most students have a good understanding of the ethical use of information regarding clear instances of plagiarism. Students’ understanding was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment. The teacher surveys showed some discrepancy between perception of the frequency of certain types of unethical student behavior and how often teachers challenged students on that behavior. The surveys showed that teachers found plagiarism to be the most prevalent behavior, while obtaining copies of exams and buying papers were the least frequently occurring behaviors. At the elementary level, results indicated that understanding how to properly cite sources was a major area of concern. Students were also confused about whom to ask for help during the research process. Instructional intervention was developed and applied. The survey was re-administered with the addition of items that were based on the interventions. Responses showed a marked improvement in understanding by at least 20%. Some responses improved by as much as 60%. Conclusion - The study validated the Action Research Training Model as the first dimension and conceptual framework that informs and guides instructional practices of school library media specialists and teachers in a K-12 school district. After using the model to examine student-teacher knowledge and understanding of ethical use of information (second dimension), there was recognition of the need to clarify the school’s position on the ethical use of information for teachers and students and provide intentional instruction and interventions for students beginning at an earlier grade level. After being made aware of the results, teachers were anxious to work with library media specialists to address issues and to look for opportunities within research units to collaborate.

scholarly journals Pelatihan Penelitian Tindakan Kelas bagi Guru MTs Mizanul ‘Ulum Desa Sanrobone Kabupaten Takalar

2019 ◽  
Vol 3 (2) ◽  
pp. 47
Author(s):  
Umar Mansyur ◽  
Rahmat Rahmat
Keyword(s):  
Action Research ◽  
Community Service ◽  
Professional Education ◽  
Positive Response ◽  
Research Training ◽  
Training Method ◽  
Research Guidelines ◽  
Research Activities ◽  
Three Stages ◽  
Classroom Action Research

Being a professional teachers is required a number of requirements, such as having an adequate professional education qualification and actively developing themselves through classroom action research activities. Meanwhile, Classroom Action Research activities by most teachers are considered as something difficult and confusing, including for teachers at MTs Mizanul ‘Ulum Sanrobone Takalar District who are community service partners. For this reason, as a solution to these problems, Classroom Action Research Training is conducted. The method used in this activity is the training method. Participants who were targeted partners were 25 teachers. In its implementation, the training takes place in three stages, namely preparation, implementation, and evaluation. The results of this training activity were carried out well and smoothly. The training carried out also produced a Classroom Action Research Guidelines that could be used teachers as a guide in preparing Classroom Action Research. In addition, the training received a positive response from the teachers. This is evidenced from the results of the training evaluation questionnaire analysis which showed that as many as 64% of participants gave a very useful category response. Thus, this Classroom Action Research Training can improve the motivation, knowledge and skills of MTs Mizanul ‘Ulum Sanrobone teachers in Takalar District in conducting Classroom Action Research. Keywords: Classroom Action Research, TeacherABSTRAK Menjadi guru yang profesional dituntut dengan sejumlah persyaratan, seperti memiliki kualifikasi pendidikan profesi yang memadai dan aktif melakukan pengembangan diri melalui kegiatan penelitian tindakan kelas. Sementara, kegiatan Penelitian Tindakan Kelas oleh sebagian besar guru dianggap sebagai sesuatu yang sulit dan membingungkan, termasuk bagi guru-guru di MTs Mizanul ‘Ulum Sanrobone Kabupaten Takalar yang menjadi mitra pengabdian masyarakat ini. Untuk itu, sebagai solusi atas permasalahan tersebut, dilakukan Pelatihan Penelitian Tindakan Kelas. Metode yang digunakan dalam kegiatan ini adalah metode pelatihan. Peserta yang menjadi mitra sasar sebanyak 25 guru. Dalam pelaksanaannya, pelatihan berlangsung dalam tiga tahapan, yakni persiapan, pelaksanaan, dan evaluasi. Hasil kegiatan pelatihan ini terlaksana dengan baik dan lancar. Pelatihan yang dilaksanakan juga menghasilkan Pedoman Penelitian Tindakan Kelas yang dapat dijadikan para guru sebagai panduan dalam menyusun Penelitian Tindakan Kelas. Selain itu, pelaksanaan pelatihan mendapat respons positif dari para guru. Hal ini dibuktikan dari hasil analisis kuesioner evaluasi pelatihan yang menunjukkan sebanyak 64% peserta memberikan respons kategori yang sangat bermanfaat. Dengan demikian, Pelatihan Penelitian Tindakan Kelas ini dapat meningkatkan pengetahuan, motivasi dan keterampilan guru MTs Mizanul ‘Ulum Sanrobone Kabupaten Takalar dalam menyusun Penelitian Tindakan Kelas. Kata Kunci: Penelitian Tindakan Kelas, Guru

scholarly journals Pengembangan Kompetensi Profesional Guru Melalui Diklat Penelitian Tindakan Kelas Di Kemenag Kabupaten Jepara

2017 ◽  
Vol 2 (1) ◽  
pp. 69
Author(s):  
Ratna Hartati
Keyword(s):  
High School ◽  
Elementary School ◽  
Action Research ◽  
Experimental Research ◽  
Research Training ◽  
Intermediate School ◽  
Training And Education ◽  
Technical School ◽  
Islamic Religion

This is the experimental research to found the pattern of implementing by giving the pretest for the participants ofaction research teachers in the Training and Education before the implementation of training. The participants are given the knowledge that is related to the action research. The posttest is given after implementation of training as the last activity.  Population and sample of this research are the teachers of The Islamic Religion Learning for Elementary School, Intermediate School, High School and Technical School in the Jepara Regency of Religion Ministry as partisipant, that is took by random. The result shown significant increase ofthe low criteria bythe pretest and postest from 9 (30 %) participants, became 0 (0 %) participants. For the medium criteria from 18 (60 %) participants, became 6 (20 %) participants, and for the high criteria from 3 (10 %) participants, became 24 (80 %) participants. This study concludes that according to data, the implementation of the Training and Education of action research in the Regency was able to improve the understanding to write about action research for teachers of Islamic Religion Learning.Keywords :  Understanding, Action Research, Training

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