PURPOSE OF CAR

The purpose of classroom action research is to change teacher

teaching behavior, student behavior in class, increase or
improve learning practices, and or change the framework for
implementing classroom learning taught by the teacher so that
there is an increase in teacher professional services in
handling the learning process.
• The main characteristic of classroom action research is the
participation and collaboration between the researcher and
the target group members.
• Classroom action research must demonstrate a change in the
direction of improvement and improvement in a positive
way.
THE CHARACTERISTICS OF CAR

• Reflective inquiry. Classroom action research departs from the real learning problems
faced by teachers and students on a daily basis. So, research activities are based on the
implementation of tasks (practice-driven) and taking action to solve the problems at hand
(action-driven).
• Collaborative. Efforts to improve the process and learning outcomes cannot be done
alone by researchers outside the classroom, but they must collaborate with students.
Classroom action research is a concerted effort by various parties to bring about the
desired improvements.
a continuous reflective attitude. In contrast to formal
research approaches, which often prioritize
experimental empirical approaches, classroom action
research emphasizes the reflection process on the
research process and results.
MODELS OF CAR

a. Model Kurt Lewin

Become the main reference or basis for the existence of
various other Action Research models, especially CAR. It is
said so because he was the first to introduce action research
or action research. The concept of this model consists of four
components (cycles), namely: planning, acting, observing,
and reflecting.
Riel model
The CAR model divides the action research process into several stages, namely:
study and planning, taking action, collecting and analyzing events, reflection.
Solving the problem requires study and planning. Problems are determined
based on empirical experiences found on a daily basis. After the problem has
been identified, the appropriate action is planned to overcome the problem and
can be carried out by the researcher. Action support devices (media, RPP) are
prepared at the planning stage. The next stage is the implementation of the
action, then collecting data/information and analyzing it. The evaluation results
are then analyzed, evaluated, and responded to. Activities carried out until the
problem can be resolved.
Kemmis and Taggart's model
According to Kemiss and Taggart (1988), the research
procedure consists of four stages of activity in one cycle,
namely: planning-action and observation-reflection. This
model is frequently referred to by researchers. Action and
observation activities combined at one time. The results of
the observations are reflected to determine the next
activity. The cycle is carried out continuously until the
researcher is satisfied, the problem is resolved and the
learning result is maximum.
DDAER model
The complete design of the PTK is abbreviated as
DDAER (diagnosis, design, action, and observation). In
this study, the first thing to do is not diagnose the problem
before the research diagnostic action. The problem
diagnosis is written in the background of the problem.
Then the researcher identifies actions and chooses one
action to solve the problem