Collaborative classroom action research for mathematics and science teachers in Indonesia

• Published in: Journal of physics. Conference series Vol. 1613; no. 1; pp. 12024 - 12030
• Main Authors: Nurhasanah, F, Sukandi, U, Kuncoro, A B, Rusilowati, A, Hastuti, W S, Prabowo, A
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.08.2020
• Subjects: Action research; Barriers; Classrooms; Collaboration; Data collection; Engineering research; Government regulations; Learning; Mathematical analysis; Mathematics; Physics; Problem solving; Professional development; Science teachers; Supervisors; Teachers; Indonesia
• DOI: 10.1088/1742-6596/1613/1/012024
• ISSN: 1742-6588

Based on government regulation, as a part of career advancement for teachers in Indonesia, they need to do a Classroom Action Research (CAR) to reach the next level professional career. Unfortunately, this policy leads to problems that many teachers who find difficulties in doing classroom action research prefer using sort cut by asking agency to help them provide a well written classroom action research report. This situation triggered many people to take benefit by providing service for creating fake classroom action research for teacher as part of requirement in achieving next level in their career. There are some obstacles for teachers in doing classroom action research: (1) lack of knowledge theory in classroom action research; (2) lack of skill in designing instruments for data collection process; (3) lack of skill in analyzing the data; (4) lack of skill in writing the research report; (5) complicated regulation for teachers in conducting dissemination of their research. A model of TPD need to be formulated to overcome those obstacles and help mathematics and science teachers doing CAR for solving problems in their classroom or improving learning process and learning outcomes. A design research with engineering research approach is adopted as methodology of the study for designing a TPD model. The participants of the study are mathematics science teachers, lecturers, and supervisors from 5 provinces in Indonesia: North Sumatera, Riau, Jambi, Central Java, and East Borneo. This paper aims to describe the process and the result of the teachers' professional development program for elementary and junior high school science and mathematics teachers in Indonesia through collaboration classroom action research with lecturer and school supervisors as the answer of those obstacles.