Classroom Action Research as a Means of Improving Teacher Professionalism and Learning Quality in the Digital Age
Keywords:
Classroom Action Research, Teacher Professionalism, Digital Learning, Learning Quality, Learning ReflectionAbstract
In the digital age, challenges in education require teachers to continue to improve their professionalism and adjust learning strategies to be relevant to the needs of the 21st century. One effective approach to achieve this is through classroom Action Research (PTK). Purpose this study aims to describe how PTK can function as a means of developing teacher professionalism and improving the quality of digital-based learning. Methods: the method used in this study is descriptive qualitative with a case study approach. The Data were collected through observation, in-depth interviews, and documentation of five teachers in Junior High School who actively implement PTK in their respective subjects. Data analysis uses Miles and Huberman interactive models, which include data reduction, data presentation, and inference. Results the results showed that the implementation of PTK encourages teachers to be more reflective of their teaching practices, adopt digital learning technologies, and be able to design interventions that have a positive impact on increasing student engagement and understanding. Significantly, teachers ' involvement in PTKS also strengthens their commitment to self-development and professional collaboration. Implications: PTK is not only a tool to improve classroom learning, but also a lifelong learning strategy for teachers in the digital age. Conclusion: in conclusion, PTK proved to be a relevant and effective means in improving teacher professionalism while improving the quality of learning systematically and contextually.
References
Agustinova, D. E., Wulansari, N. T., & Fitriana, K. N. (2025). The improving the professional competence of high school teachers in Yogyakarta through the development of classroom action research management (PTK) based on Android mobile applications. Journal of Science and Education (JSE), 5(2), 499–519. https://doi.org/10.58905/jse.v5i2.466
Arikunto, S. (2010). Research Procedures: A Practical Approach (Rev. 4th ed.). Jakarta: Rineka Cipta.
Burns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Depdiknas. (2008). Classroom Action Research. Jakarta: Directorate General of Primary and Secondary Education.
Drossel, K., & Eickelmann, B. (2017). Teachers’ participation in professional development concerning the implementation of new technologies in class: A latent class analysis of teachers and the relationship with ICT self-efficacy. Large Scale Assessments in Education, 5(1). https://doi.org/10.1186/s40536-017-0053-7
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Hamalik, O. (2013). The Teaching and Learning Process. Jakarta: Bumi Aksara.
Kemendikbud. (2020). Learning Strategies in the Digital Era. Jakarta: Ministry of Education and Culture of the Republic of Indonesia.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner (3rd ed.). Geelong, Australia: Deakin University Press.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
Mertler, C. A. (2017). Action Research: Improving Schools and Empowering Educators (3rd ed.). Santa Barbara, CA: Corwin. https://doi.org/10.4135/9781483396484
Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of Teacher Education for Sustainability, 22(1), 105–121.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge: Cambridge University Press.
Pischetola, M. (2022). Teaching novice teachers to enhance learning in the hybrid university. Postdigital Science and Education, 4(1), 70–92. https://doi.org/10.1007/s42438-021-00257
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Risnanosanti, R., Syofiana, M., & Asmara, A. (2021). Lesson study-based learning environments for prospective mathematics teachers. Jurnal Elemen, 7(2), 254–266. https://doi.org/10.29408/jel.v7i2.2825
Ruhiyat, Y., et al. (2019). Implementation of teacher professional competence to improve student achievement. Indonesian Journal of Education Management & Administration Review, 3(2), 141–147. https://doi.org/10.4321/ijemar.v3i2.4366
Setiadi, G., Joyoatmojo, S., Sajidan, & Soeharto. (2022). The development of blended learning-based self-learning on classroom action research training material to improve teacher professionalism. Proceedings of the International Conference on Teacher Training and Education.
Sugiyono. (2017). Educational Research Methods: Quantitative, Qualitative, and R&D Approaches. Bandung: Alfabeta.
Syah, M. N. S. (2016). Classroom action research as professional development of teachers in Indonesia. Tarbawi Journal, 13(1), 1–16. https://doi.org/10.24036/jcse.v2i1.13265
Widodo, A. (2012). Integrating Technology in Language Teaching: Challenges and Solutions. Malang: Universitas Negeri Malang Press.
Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235–1244. https://doi.org/10.1016/j.tate.2011.07.003
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Hämäläinen, R., et al. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/j.chb.2020.106672
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Gateway for Understanding Research in Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
