Collaborative Nested Action Research (C-NAR):  Effective Approach Produces Reflective Teachers  in Elementary School

Faisal, Faisal; Ananda, Lala Jelita; Lova, Stelly Martha; Purnomo, Try Wahyu

doi:10.4108/eai.21-12-2021.2317250

Cited by 3 publications

(3 citation statements)

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“…In its implementation, in addition to practicing classroom action research, lecturers and tutors also conduct guidance action research in each lesson. With this approach, practitioners will continue to make continuous learning improvements, while lecturers and tutors will continue to make continuous mentoring improvements [13] [14]. The research procedure was carried out in 4 stages, namely: Design, Implementation, Observation, and Reflection (DIOR).…”

Section: Methodsmentioning

confidence: 99%

IMPRECI: Guiding Model Innovation Produces Reflective Teachers in Elementary Schools

Faisal¹,

Mansyur²,

Firdaus³

2023

Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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This study aims to describe the good practice of reflective mentoring using the IMPRECI (Introduction, Modelling, Practice, Reflection, & Innovation) model as an effort to produce reflective teacher candidates in elementary schools. The IMPRECI model encourages practitioners to continue to make continuous improvements so as to produce various innovations in each lesson. This research is a sustainable classroom action research with Collaborative Nested Action Research (C-NAR) design. In its implementation, in addition to practitioners conducting classroom action research, lecturers and civil servant teachers conduct mentoring action research. The research procedure was carried out in 4 stages, namely: Design, Implementation, Observation, and Reflection (DIOR). The subjects in this study amounted to 5 students of PPG Pre-service Universitas Negeri Medan for the 2021/2022 academic year. Data collection techniques were carried out through questionnaires, observations, interviews, and documentation. The instruments used in this study were questionnaires, observation sheets, interview guidelines, and documentation checklists. The data analysis technique used is descriptive qualitative data analysis of flow models starting from data reduction, data presentation, to drawing conclusions. The results of the reflective mentoring research using the IMPRECI model obtained an average value of 3.53 in the Very Good category. Based on this data, it can be concluded that the IMPRECI model is declared effective as a reflective mentoring model in producing reflective teacher candidates in elementary schools.

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Section: Methodsmentioning

confidence: 99%

IMPRECI: Guiding Model Innovation Produces Reflective Teachers in Elementary Schools

Faisal¹,

Mansyur²,

Firdaus³

2023

Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022)

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“…In this case, in addition to practitioners carrying out a continuous learning improvement process, lecturers and tutors also continue to carry out the mentoring process. With C-NAR, practitioners, lecturers, and tutors are expected to become reflective teachers and mentors by continuing to improve learning and mentoring in each cycle [11]. The research procedure follows the D-I-O-R pattern, namely: Design (D), Implementation (I), Observation (O), and Reflection (R).…”

Section: Methodsmentioning

confidence: 99%

C-NAR: What are Good Practices in Teaching Project Based Learning Models in Elementary Schools?

Ananda¹,

Faisal²,

Yusnadi³

et al. 2023

Proceedings of the 4th International Conference on Science Education in the Industrial Revolution 4.0, ICONSEIR 2022, November

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This study aims to describe the good practice of learning using the Project Based Learning model in elementary schools. This type of research is a continuous classroom action research using the C-NAR (Collaborative Nested Action Research) design. In practice, teachers make continuous improvements in learning and lecturers make continuous improvements in mentoring. The research procedure uses 4 steps following the DIOR pattern (Design, Implementation, Observation, & Reflection). There are 2 data collection techniques used, namely observation and 2-way conference (teachers and lecturers). The instruments used in the study were observation sheets and reflective journals. The data analysis technique uses qualitative data flow model analysis starting from data reduction, data presentation, and drawing conclusions. The results showed that the average effectiveness of using the Project Based Learning model in learning in elementary schools was 3.61 with the category of Very Effective. Based on this data, it can be concluded that the C-NAR design using the Project Based Learning model can improve learning processes and outcomes effectively in elementary schools.

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“…The reflective teaching of a prospective teacher or professional teacher is related to the ability and disposition to think reflectively. Reflective thinking is very important for improvement in the implementation of teaching [3]. This reflective ability is increasingly seen as an important factor in the management of learning, and improvement of competence.…”

Section: Introductionmentioning

confidence: 99%

IMPRECI: Model of Reflective Guidance for Candidates for Elementary School Teachers

Faisal¹,

Ananda²,

Lova³

2022

Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022,

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This study aims to produce a product in the form of a set of IMPRECI (Introduction, Modeling, Practice, Reflection, and Innovation) guidance models as an effort to produce reflective teacher candidates in elementary schools. This is done based on the problem of the low reflective ability of prospective teachers to produce continuous improvement in every learning practice in elementary schools. This research is a development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques were carried out through questionnaires, observations, interviews, and documentation. The instruments used in this study were questionnaires, observation sheets, interview guidelines, and documentation checklists. The research data analysis technique was in the form of quantitative and qualitative descriptive data analysis. The expert test and small group test data from the questionnaire were analyzed by percentage and explained qualitatively. Field test/user test data in the form of implementing the IMPRECI model in the classroom were analyzed with qualitative data analysis of flow models starting from data reduction, data presentation, to drawing conclusions. The results of the content validity test obtained an average value of 3.66 with the Very Valid category. The results of the construct validity test obtained an average of 3.75 in the Very Valid category. The results of the practicality test based on student responses resulted in an average value of 3.67 in the Very Practical category. The effectiveness test resulted in an average value of 3.53 in the Very Effective category. Based on these findings, it can be concluded that the development of the IMPRECI model as an effort to produce reflective teacher candidates in the Indonesian elementary school language learning and literary appreciation courses has been declared valid, practical, and effectively used in mentoring.

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Collaborative Nested Action Research (C-NAR): Effective Approach Produces Reflective Teachers in Elementary School

Cited by 3 publications

References 0 publications

IMPRECI: Guiding Model Innovation Produces Reflective Teachers in Elementary Schools

IMPRECI: Guiding Model Innovation Produces Reflective Teachers in Elementary Schools

C-NAR: What are Good Practices in Teaching Project Based Learning Models in Elementary Schools?

IMPRECI: Model of Reflective Guidance for Candidates for Elementary School Teachers

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