How to Arrange (HTA) the PTK

(Classroom Action Research)

and the Format Example
Dr. Sulistyaningsih, M.P.
How to Arrange the Classroom Action Research (CAR)

• Part of action research conducted in class aims to

improve the quality of classroom practice.
• While the main objective is to improve the quality of
the learning process and results, overcome learning
problems, increase professionalism, and foster an
academic culture.
• CAR is increasingly in demand and has become a priority among
teachers.
• Therefore, knowledge about HTA is increasingly needed.
• There are still many teachers who write scientific papers who call
their writing as PTK, but in fact they haven’t ability in CAR.
• Basically, there are various kinds of research that
teachers can do, for example Descriptive Research,
Experimental Research, and Action Research.
• Among these types of research that is prioritized and
recommended is Classroom Action Research.
• In action research, there is the word action, meaning
that in this case, the teacher does something.
• The direction and objectives of the research carried
out by the teacher must be clear, for the benefit of
students in improving their learning outcomes, not for
the benefit of the teacher.
• Broadly speaking, the report is divided into three parts, namely the
opening section, the content section, and the supporting section.
• The opening section consists of a title page, a support page, and
an abstract.
• The content section consists of an introduction, procedures, results
and discussion, conclusions and recommendations or suggestions.
• The supporting section consists of a bibliography, necessary
attachments, and research instrument attachments.
CAR FORMAT
1. Title
2. Abstract
3. Introduction
4. Method
5. Results
6. Conclusion
HOW TO WRITE CAR?
TITLE
• Effective titles in academic research papers have several
characteristics.
1.Indicate accurately the subject and scope of the study.
2.Avoid using abbreviations.
3.Use words that create a positive impression and stimulate
reader interest.
4.Use current nomenclature from the field of study.
(A title is a “name” for a book and other written items and films.
The topic is specifically what the item is about).
 TITLE
• Title – not more than 20 words Times New Roman font size 14,
bold, centered, Capitalize Each Word
• 
• Achmad Dhany Fachrudin
• STKIP PGRI Sidoarjo, email: Dh4nyy@gmail.com  11pt
• 
• Muhammad Ghazi212pt, bold
• STKIP PGRI Sidoarjo, email: ghazi@gmail.com  11pt
An abstract 
• An abstract is a brief summary of a research article, thesis,
review, conference proceeding, or any in-depth analysis of a particular
subject and is often used to help the reader quickly ascertain the
paper's purpose.
• When used, an abstract always appears at the beginning of a
manuscript or typescript, acting as the point-of-entry for any given
academic paper or patent application.
Parts of Abstract
1. Introduction. Reasons of choosing title. This is the first
at part of the abstract, and should be brief and attractive to
the reader at the same time.
2. Purpose of study.
3. Methodology.: subject, procedure PIOR, data collection,
criteria of success, data analysis
4. Results. Conclusion.
• Background: The reasons or motivation behind you to discuss the
problem or research
• Method: What did you do to get the results in the research? How
does this work? Is there a specific theory used?
• Results: What have you produced or created from the research?
• Conclusion: The conclusion or essence of the research or paper that
you have made.
 ABSTRACT
Abstract
Left indent: Paper Setup must be in A4 size with Margin: Top 3 cm, Bottom 3 cm, Left 3 cm, Right indent:
1.25 cm 3 cm, Gutter 0”, and Gutter Position Top. Paper must be in one column. Whole 1.25 cm
paper must be with: Font Name Times New Roman, Font Size 12, Line Spacing
 1.5 EXCEPT Abstract written in Times New Roman, font size 11, in italics, single 
spacing, Keywords (Index Term) written in Times New Roman, font size 11, in
italics, single spacing, Paper Title is written in 14pt Times New Roman,
References. The abstract should be written in one paragraph and should be not
more than 200 words. Follow the following pattern: General statement about the
importance of the topic, gap in literature or discrepancies between theories and
practices, purpose of study, method, main findings, and conclusion.

Keywords: Keyword one, keyword two, keyword three, keyword four, keyword
five – Times New Roman, 11, in italics, single spacing (no more than two lines)
INTRODUCTION list
A. BACKGROUND OF THE STUDY
• The reason for choosing the title
• Reason keyword 1 & quotes 3 sources of reference
• Reason keywords 2 & quotes 3 sources
• reason keywords 3 & quotes 3 source
B. Statements of the problems
C. Objective of the study
D. Significance/benefits of the study
D. Scope limitation
F. Operational definition
CHAPTER I , INTRODUCTION

•A
• Problem and background of the problem, describe
the problem that you want to solve,
• the cause of the problem
• problem that the researcher wants to solve.
• Every point add with citation/sources of reference
• B.
• Formulation of the problem Briefly describe the form
of action to be taken
• Theoretical and / or empirical arguments for the
choice of action,
• and formulate a hypothesis of action as the basis for
the action used (if it is deemed possible).
• C.
• (statement of the problem & Research
objectives)Describe the expected research results
(anticipated results) of this study.
• D.
• Benefits (significance)of research Describe clearly the benefits
of research results for schools (for example: curriculum
development, policies, teachers, and students, etc.)
• E.
• Research Scope : State the scope or limits of the actions the
researcher will take.
• F. OPERATIONAL DEFINITIONS:
 Method
PROCEDURE FOR CLASS ACTION RESEARCH

A. Research Settings
Mention the location of the research, the time of the
research (for example: Semester I, II, month, year, etc.),
and the characteristics of the target group that is the
research subject, as well as the form of activities.
METHOD
1. Subject of the study
2. Research procedure (Choose CAR principle) e.g. Kemmis & Tagart:
Planning
Implementation
Observation
Reflection
3. Data collection proedures
4. Criteria of success
5. Data analysis
CHAPTER IV: RESEARCH RESULTS (FINDING)AND
DISCUSSION

• Present the research results or findings after the action is

carried out and the presentation of the findings must be in
accordance with the problems that have been formulated,
and a complete discussion of the findings or results of the
PTK is carried out.
• The discussion should provide an explanation of the failure
and success of the application of ICT in learning, of course if
one or both exist, an action
B. Research Procedures
1. Research Overview
• Describe an overview of the research carried out,
including the number and procedures of the research
cycle.
2. Details of Research Procedures
a. Action Preparation
State what preparations were made (such as diagnostic analysis to
specify problems and details of the causes of the problem), the creation
of ICT-based tools for action, etc. related to the implementation of
classroom actions.
b. Action Implementation
Describe the actions to be taken, the action work scenario, and the
action procedures the researcher uses
2. Details of Research Procedures

• Persiapan Tindakan
• Sebutkan persiapan apa yang telah dibuat (seperti analisis diagnostik
untuk menentukan masalah dan rincian penyebab masalah),
pembuatan alat tindakan berbasis TIK, dll terkait dengan
implementasi tindakan kelas.RPP.
• b. Implementasi Tindakan
• Jelaskan tindakan yang akan dilakukan, skenario tindakan kerja, dan
prosedur tindakan yang digunakan peneliti
c. Monitoring and Evaluation
Describe the procedure for monitoring and evaluating the action, the
monitoring and evaluation tools used, and the criteria for the success
of the action
d. Analysis and Reflection
Describe the analysis procedures for monitoring results and reflections
on the actions that have been taken, the team involved in the analysis
of the results of monitoring and reflection, the criteria and plans for
recycling actions.
• c. Pemantauan dan evaluasi
• Menjelaskan prosedur pemantauan dan evaluasi tindakan, alat
pemantauan dan evaluasi yang digunakan, dan kriteria keberhasilan
tindakan
• d. Analisis dan Refleksi
• Menjelaskan prosedur analisis pemantauan hasil dan refleksi atas
tindakan yang telah dilakukan, tim yang terlibat dalam analisis hasil
pemantauan dan refleksi, kriteria dan rencana tindakan daur ulang
4. RESEARCH RESULTS AND
DISCUSSION
• Present the research results or findings after the action is carried out
and the presentation of the findings must be in accordance with the
problems that have been formulated, and a complete discussion of
the findings or results of the PTK is carried out.
• The discussion should provide an explanation of the failure and
success of the application of ICT in learning, of course if one or both
exist, an action
• Mempresentasikan hasil penelitian atau temuan setelah dilakukan
tindakan dan penyajian temuan harus sesuai dengan permasalahan
yang telah dirumuskan, dan dilakukan pembahasan secara lengkap
tentang temuan atau hasil PTK tersebut.
• Pembahasan hendaknya memberikan penjelasan tentang kegagalan
dan keberhasilan penerapan TIK dalam pembelajaran, tentunya jika
salah satu atau keduanya ada, suatu tindakan.
5.CONCLUSIONS AND SUGGESTIONS

• A. Conclusion. The conclusions of the research results

obtained are complete, according to the problem
under study
• B. Suggestions. Propose suggestions for the
application of research results and the possibility of
further research in the future.
BIBLIOGRAPHY

• Bibliography
• ANNEXES
• Attach (a) a multimedia ICT-based program / learning
material model that also shows action scenarios,
• (b) research instruments,
• (c) supporting data (for example: tabulated data recap
results, photos and others), and
• (d) others.
Bibliografi

LAMPIRAN
Melampirkan (a) model program / materi pembelajaran berbasis TIK
multimedia yang juga menunjukkan skenario tindakan,
(b) instrumen penelitian,
(c) data pendukung (misalnya: hasil rekap data tabulasi, foto dan lain-lain), dan
(d) lainnya.
3
PTK (CLASS ACTION RESEARCH)
PTK (CLASS ACTION RESEARCH)
CHEMICAL MODEL AND TAGGART, MC.
• The method used in this research is a qualitative method
with classroom action research techniques.
• In classroom action research, teachers can self-examine the
learning practices they do in class, through actions that are
planned, implemented and evaluated.
• This is in accordance with the characteristics of classroom
action research, namely the existence of certain actions
(actions) to improve the teaching and learning process in the
classroom.
• Metode yang digunakan dalam penelitian ini adalah metode kualitatif
dengan teknik penelitian tindakan kelas.
• Dalam penelitian tindakan kelas, guru dapat memeriksa sendiri
praktik pembelajaran yang mereka lakukan di kelas, melalui tindakan
yang direncanakan, dilaksanakan, dan dievaluasi.
• Hal tersebut sesuai dengan karakteristik penelitian tindakan kelas
yaitu adanya tindakan (tindakan) tertentu untuk meningkatkan proses
belajar mengajar di kelas.
• This is in line with the opinion of Suyanto
(Basrowi, 2008: 26) states that classroom action
research is a form of reflective research by taking
certain actions to improve learning practices in a
more professional manner.
• Meanwhile, according to Hopkins (Basrowi, 2008: 26),
classroom action research is one type of action
research that is practical in nature because this
research concerns activities that are practiced by
teachers daily.
• In brief, it can be concluded that classroom action
research is practical research conducted in class and
aims to improve existing learning practices.
• Stephen Corey (Yunus, 2009: 105) defines action research
as a set that aims to improve and evaluate decisions and
actions taken in implementing these actions.
• Classroom action research is also described as a dynamic
process in which the four aspects, namely planning, action,
observation, and reflection must be understood not as
statistically self-resolving steps, but rather as moments in a
spiral that involve planning, action. , observation and
reflection. Kemiss & mcTaggart (Basrowi, 2008: 26).
• Priyono (Basrowi, 2008: 48) states that classroom
action research is a teacher professional development
strategy because (a) places teachers as researchers,
not as passive informants, (b) places teachers as
agents of change, and (c) prioritizes group work
between teachers, students and other school
leadership staff in building better school school
performance.
The objectives of conducting classroom action research are to:

1) improvement of learning practices that should be done by

teachers.
2) improvement of teacher professional services in handling
the teaching and learning process.
3) the realization of an in-service training process during the
research process.
• 1) perbaikan praktik pembelajaran yang harus dilakukan oleh
guru.
• 2) peningkatan pelayanan profesional guru dalam
menangani proses belajar mengajar.
• 3) realisasi proses pelatihan dalam jabatan selama proses
penelitian
Classroom action research is one of the efforts of teachers or
practitioners in the form of various activities carried out to improve and
or improve the quality of learning in the classroom.
Classroom action research is a direct activity related to teacher
assignments in the field.
By conducting classroom action research a teacher can illustrate the
benefits of research for the teacher himself or other teachers.
The habit of a teacher to carry out classroom action research can
reflect that the teacher is able to innovate and develop programs
learning.
• As for the final objectives of classroom action research
are to improve
• (1) the quality of learning practices in schools,
• (2) the relevance of education,
• (3) the quality of educational outcomes, and
• (4) the efficiency of education management.
Suyanto (Basrowi, 2008: 52).
B. Research Design

• The research design used is in the form of a cycle which refers to the
Kemmis and Mc Taggrat models. This cycle does not only last one
time, but several times until the expected goal is achieved. This
classroom action research plan consists of 3 cycles.
• Each cycle is carried out in accordance with the changes to be
achieved, such as what has been designed in the factors investigated.
• The design used in this classroom action research is in the form of a
spiral or cycle, taken from Kemis and MC Taggart as seen in the
picture below.
PLANNING

• Model CAR (Classroom Action Research)

• According to Kemmis and Mc Taggart (Arikunto, 2008: 16)
• This classroom action research consists of three stages in one cycle, if
in this classroom action there are deficiencies and no predetermined
targets are created, then this is found and the predetermined targets
are not achieved, then improvements are made to the planning and
implementation of the next cycle.
• The model used in this research is Kemmis and Mc Taggart's spiral
model through several cycles of action and consists of four
components, namely:
• a. A plan is a plan of action that will be done to improve, enhance or
change behavior and attitudes as a solution. At the planning stage, it
is done by compiling an action plan based on the identification of
problems in the initial observation before the research is carried out.
This action plan includes all the action steps in detail.
• At this stage all the needs for the implementation of the classroom
action researcher are prepared starting from teaching materials,
learning plans, learning methods and strategies, the approach to be
used, research subjects and observation techniques and instruments
according to the plan.
• Rencana adalah rencana tindakan yang akan dilakukan untuk
memperbaiki, meningkatkan, atau mengubah perilaku dan sikap
sebagai solusi. Pada tahap perencanaan dilakukan penyusunan
rencana tindakan berdasarkan identifikasi masalah pada observasi
awal sebelum penelitian dilaksanakan. Rencana tindakan ini
mencakup semua langkah tindakan secara rinci.
• Pada tahap ini semua kebutuhan pelaksanaan tindakan kelas peneliti
disiapkan mulai dari bahan ajar, rencana pembelajaran, metode dan
strategi pembelajaran, pendekatan yang akan digunakan, subjek
penelitian serta teknik observasi dan instrumen sesuai rencana.
• b. Action, namely what is done by the teacher or researcher in an
effort to improve, increase or change as desired. The implementation
of actions is adjusted to the plan that has been made previously.
• Implementation of action is a process of classroom learning activities
as a realization of the theory and teaching and learning strategies that
have been prepared and refers to the applicable curriculum, and the
results obtained are expected to increase the collaboration between
researchers and research subjects so that they can provide reflection
and evaluation of what is happening in the classroom.
• b. Tindakan, yaitu apa yang dilakukan oleh guru atau peneliti dalam
upaya memperbaiki, menambah atau mengubah sesuai keinginan.
Pelaksanaan tindakan disesuaikan dengan rencana yang telah dibuat
sebelumnya.
• Pelaksanaan tindakan merupakan suatu proses kegiatan belajar
mengajar di kelas sebagai perwujudan teori dan strategi belajar
mengajar yang telah disusun dan mengacu pada kurikulum yang
berlaku, dan hasil yang diperoleh diharapkan dapat meningkatkan
kerjasama antara peneliti dan subjek penelitian sehingga mampu dapat
memberikan refleksi dan evaluasi tentang apa yang terjadi di kelas.
• c. Observation, namely observing the results or impacts of actions
carried out or imposed on students. The observation stage is an
activity of direct observation of the implementation of the actions
taken in the PTK. The main objective of observation is to determine
whether or not there have been changes that have occurred with the
ongoing implementation of the action.
• c. Observasi, yaitu mengamati hasil atau dampak dari tindakan yang
dilakukan atau dipaksakan kepada siswa. Tahap observasi merupakan
kegiatan observasi langsung terhadap pelaksanaan tindakan yang
dilakukan di PTK. Tujuan utama dari observasi adalah untuk
mengetahui ada tidaknya perubahan yang terjadi dengan
pelaksanaan tindakan yang sedang berlangsung.
• d. Reflection, that is, the researcher examines, sees and considers the
results or impacts of the actions of various criteria. Based on the
results of this reflection, the researcher and the teacher can revise
the improvements to the original plan. Through reflection, the
teacher will be able to determine what has been achieved, what has
not been achieved, and what needs to be improved in the next
lesson. Therefore, the results of the action need to be studied, viewed
and pondered, both in terms of the learning process between
teachers and students, methods, props and evaluation.
• d. Refleksi, yaitu peneliti meneliti, melihat dan mempertimbangkan
hasil atau dampak tindakan dari berbagai kriteria. Berdasarkan hasil
refleksi ini, peneliti dan guru dapat merevisi perbaikan sesuai rencana
semula. Melalui refleksi, guru akan dapat menentukan apa yang telah
dicapai, apa yang belum, dan apa yang perlu ditingkatkan pada
pelajaran selanjutnya. Oleh karena itu, hasil tindakan perlu dipelajari,
dilihat dan direnungkan, baik dari segi proses pembelajaran antara
guru dan siswa, metode, alat peraga dan evaluasi.
C. Research Procedures
• The classroom action research procedure used in this study was a
spiral model from Kemmis & Mc Taggart (Basrowi, 2008: 68)
consisting of three cycles, each consisting of several actions.
• a cycled assessment process consisting of 4 stages, namely planning,
action, observation, and reflection. This spiral model is a continuous
recurring cycle model, with the hope that each action shows an
increase according to the changes and improvements to be achieved.
• Action research as a legitimate form of educational inquiry and the value of the knowledge that
it produces. (Zeichner, 2001, 279)
• Kemmis and McTaggart say that action research is a spiral cycle consisting of planning, executing
action, observing (observation), and reflecting, which may then be followed by the next spiral
cycle.
• In the implementation of classroom action research it is possible that the researcher already has
a set of action plans (based on experience) so that they can immediately start the action stage.
• There are also researchers who already have a set of data, so they start their first activity with
reflection activities.
• Most classroom action research starts from the initial reflection phase to conduct a preliminary
study as a basis for formulating research problems. The next steps are planning, acting,
observing, and reflecting.
• The following will try to describe one by one.
• Penelitian tindakan sebagai bentuk sah dari penyelidikan pendidikan dan nilai pengetahuan yang
dihasilkannya. (Zeichner, 2001, 279)
• Kemmis dan McTaggart mengatakan bahwa penelitian tindakan adalah siklus spiral yang terdiri
dari perencanaan, pelaksanaan tindakan, observasi (observasi), dan refleksi, yang kemudian
dapat dilanjutkan dengan siklus spiral berikutnya.
• Dalam pelaksanaan penelitian tindakan kelas dimungkinkan peneliti telah memiliki seperangkat
rencana tindakan (berdasarkan pengalaman) sehingga dapat segera memulai tahapan tindakan.
• Ada juga peneliti yang sudah memiliki sekumpulan data, sehingga mereka memulai aktivitas
pertamanya dengan kegiatan refleksi.
• Sebagian besar penelitian tindakan kelas dimulai dari tahap refleksi awal hingga melakukan
studi pendahuluan sebagai dasar merumuskan masalah penelitian. Langkah selanjutnya adalah
perencanaan, tindakan, observasi, dan refleksi.
• Berikut ini akan coba dijelaskan satu persatu.
FIRST STEP: INITIAL REFLECTION

• Initial reflection is an exploratory activity that is used to gather information

about situations that are relevant to the research theme. The researcher
and his team made preliminary observations to identify and find out the real
situation.
• Based on the results of the initial reflection, focus of the problem can be
further formulated into a research problem. Based on the formulation of the
problem, research objectives can be determined.
• When carrying out the initial reflection, at least prospective researchers
have reviewed the relevant theories with the problems to be studied.
• Therefore, after the formulation of the problem is done, then it is necessary
to formulate a conceptual framework from the research.
SECOND STEP: PLANNING
• The planning is based on the results of an initial reflection
assessment.
• In detail, planning includes actions that will be taken to improve,
enhance or change the desired behavior and attitudes as a solution to
problems.
• It needs to be realized that this planning is flexible in the sense that it
can change according to existing real conditions.
THIRD STEP: IMPLEMENTATION OF
ACTIONS
• The implementation of actions concerns what the researcher does as
an effort to improve, increase or change carried out guided by the
action plan.
• The types of actions taken in the CAR should always be based on
theoretical and empirical considerations so that the results obtained
are in the form of increased performance and optimal program
results.
FOURTH STEP: OBSERVATION
(OBSERVATION)
• Observation activities in the CAR can be paralleled with data
collection activities in formal research.
• In this activity, researchers observe the results or impacts of actions
carried out or imposed on students.
• The term observation is used because the data is collected through
observation techniques.
FIFTH STEP: REFLECTION

• Basically, reflection activities are activities of analysis, synthesis,

interpretation of all information obtained during action activities. In this
activity the researcher examines, sees, and considers the results or effects
of the action.
• Every information collected needs to be studied in relation to one
another and its relation to existing and relevant theories or research
results.
• Through deep reflection a firm and sharp conclusion can be drawn.
Reflection is a very important part of the CAR, namely to understand the
processes and results that occur, namely in the form of changes as a
result of the actions taken.
• In essence, the PTK steps of the Kemmis and Taggart model are in the
form of a cycle with each cycle consisting of four components, namely
planning, action (action), observation (observation), and reflection
which are seen as one cycle.
• Number of cyclesin the CAR depends on the problems that need to
be solved.
• In general, there is more than one cycle.
• The CAR developed and implemented by teachers in schools today is
generally based on Kemmis and McTaggart's PTK model.
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