Pelatihan dan Pendampingan Penyusunan Penelitian Tindakan Kelas bagi Guru Sekolah Dasar Peserta Program RPL Universitas Negeri Manado
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Abstract
Elementary school teachers are expected to possess the competence to design Classroom Action Research as an integral part of their professional development to improve the quality of classroom instruction. However, many teachers enrolled in the Recognition of Prior Learning Program in the Bachelor of Elementary School Teacher Education at the Faculty of Education and Psychology, Universitas Negeri Manado, have limited experience and insufficient competence in conducting Classroom Action Research. This community service program aimed to strengthen teachers' competence in developing Classroom Action Research proposals through training and mentoring. A participatory approach was implemented through four stages: needs assessment, training, mentoring, and evaluation, involving 17 elementary school teachers participating in the program. The evaluation was conducted using a needs assessment, a post-test, a participant response questionnaire, and an assessment of the proposed Classroom Action Research projects. The needs assessment revealed that 88.24% of the participants had never conducted Classroom Action Research, while most had limited understanding of its concepts and procedures. The average post-test score reached 86.00, with 88.24% of participants achieving good or excellent performance. In addition, 82.35% of the participants produced Classroom Action Research proposals that were classified as good or excellent. These findings suggest that integrating training with mentoring is associated with participants' ability to develop Classroom Action Research proposals. However, as no comparable pre-test was administered, these results should be interpreted as preliminary evidence of participants' post-program competence rather than as proof of program effectiveness. Based on these findings, this article proposes the guru reflektif Model (Gerakan Untuk Refleksi Unggul) as a potential strategy for fostering reflective teaching practices through the integration of Classroom Action Research.
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