Identification of math teacher’s capabilities in classroom action research

Abstract

Classroom action research (CAR) is very important to be carried out by a teacher. However, it was found that very few teachers conducted classroom action research. This research is quantitative descriptive. The research aims to identify the teacher’s initial ability to carry out the practice of classroom action research. The research subjects were math teachers of the Merauke consisting of 60 teachers. Data collection techniques using interview, questionnaire and observation methods. Analysis of research data with data reduction methods, data presentation and conclusion drawing. The results showed that 73% of teachers had never carried out CAR, 27% had implemented CAR. Most teachers, 85% said that CAR is very important and must be carried out by every teacher. There are still very high teachers who find it difficult to implement CAR, which is 81.7% with average difficulties for the CAR title component (30%) and Library (23.3%). The main need that is urgently needed immediately is mentoring CAR theory understanding (41.7%), proposal preparation assistance (36.7%) and CAR practice assistance (20%). The training model desired by the teacher is a workshop (40.1%) and practicum (31.8%).