Misunderstanding, Misconception and Inappropriateness of Classroom Action Research Practices

Hadiyanto, Hadiyanto Misunderstanding, Misconception and Inappropriateness of Classroom Action Research Practices. In: The 2016 Jambi International Seminar on EDucation, 3-4 April 2016, Universitas Jambi.

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Abstract

This discuss miss-conceptions, misunderstandings and inappropriateness classroom action research (CAR) practices in teaching and learning context. Content analysis to some published or unpublished action research reports and formal and informal discussion with teachers, academician and researcher are concluded that five indicator of miss-understanding and inappropriateness of CAR Practices. They were: mostly researcher or teacher start with very theoretical knowledge and justified their action by referring to theory of teaching and learning. Secondly, the objective of their CAR did not aim to enhance or explore their teaching and learning process. Third, the teaching and learning process in each cycle was not qualitatively evaluated, reflected and revised for the next cycle action. Fourth, most of the observed-teachers used such a test a major instrument in evaluating cycle to cycle. Fifth, the findings of the researches reported were students‟ score of target knowledge and skills from cycle to cycle. In short the concept and the practices of pre-service teachers conducting CAR did not reflect the main features of it.

Type: Conference (Paper)
Subjects: L Education > L Education (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: HADIYANTO
Date Deposited: 09 Aug 2019 08:59
Last Modified: 09 Aug 2019 08:59
URI: https://repository.unja.ac.id/id/eprint/8885

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