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Abstract
This study aims to explore the role of classroom action research (CAR) in improving teacher professionalism and how such improvements contribute to national education quality, with a particular focus on the Indonesian context. Using a qualitative approach, the study draws on an extensive literature review of peer-reviewed journal articles, policy documents, and empirical case studies to analyze patterns and themes related to teacher development and instructional reform. The findings indicate that CAR is an effective, reflective, and context-sensitive approach that empowers teachers to engage in inquiry-based practice, adapt teaching strategies to student needs, and improve pedagogical competencies. Furthermore, CAR supports collaborative learning cultures and enhances teacher agency, contributing to sustained school improvement and alignment with national education goals. The study concludes that teacher professionalism, when nurtured through structured and supportive CAR initiatives, serves as a foundation for high-quality education. The implications highlight the importance of institutional support, leadership, and mentoring in making CAR a sustainable element of teacher professional development strategies.
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References
- Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
- Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
- Burns, A. (2015). Action research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics (pp. 95–116). Bloomsbury.
- Burns, A., & Edwards, E. (2020). Sustaining collaborative action research through online communities of practice. TESOL Quarterly, 54(1), 35–61. https://doi.org/10.1002/tesq.543
- Cardno, C., & Reynolds, B. (2017). Resolving teacher professional learning and development dilemmas through action research. Journal of Educational Administration, 55(6), 617–634. https://doi.org/10.1108/JEA-01-2017-0007
- Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
- Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
- Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15. https://doi.org/10.1093/elt/ccv060
- Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
- Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox.
- Gutiérrez, K., & Bryan, M. (2010). Teacher research as the vehicle for professional development. Teacher Education Quarterly, 37(2), 127–144.
- Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
- Hasibuan, A., & Nasution, N. A. (2021). Classroom action research as a strategy to improve teaching skills in senior high schools. Jurnal Pendidikan Indonesia, 10(3), 275–285. https://doi.org/10.23887/jpi-undiksha.v10i3.36419
- Kennedy, A. (2016). Empowering teachers through professional development: Lessons from the Scottish model. Professional Development in Education, 42(4), 624–641. https://doi.org/10.1080/19415257.2015.1026456
- Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
- Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceived efficacy. Teaching and Teacher Education, 40, 52–62. https://doi.org/10.1016/j.tate.2014.02.007
- Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Beltz.
- Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). SAGE Publications.
- MY, N., Ardiansyah, M., & Sarbani, A. A. (2025). Meningkatkan Keaktifan Siswa Melalui Model Project Based Learning dengan Meningkatkan Keaktifan Siswa Melalui Model Project Based Learning dengan Pendekatan TPACK. Pinisi Journal PGSD, 5(March), 62–68.
- OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
References
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Burns, A. (2015). Action research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics (pp. 95–116). Bloomsbury.
Burns, A., & Edwards, E. (2020). Sustaining collaborative action research through online communities of practice. TESOL Quarterly, 54(1), 35–61. https://doi.org/10.1002/tesq.543
Cardno, C., & Reynolds, B. (2017). Resolving teacher professional learning and development dilemmas through action research. Journal of Educational Administration, 55(6), 617–634. https://doi.org/10.1108/JEA-01-2017-0007
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6–15. https://doi.org/10.1093/elt/ccv060
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Farrell, T. S. C. (2019). Reflective practice in ELT. Equinox.
Gutiérrez, K., & Bryan, M. (2010). Teacher research as the vehicle for professional development. Teacher Education Quarterly, 37(2), 127–144.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hasibuan, A., & Nasution, N. A. (2021). Classroom action research as a strategy to improve teaching skills in senior high schools. Jurnal Pendidikan Indonesia, 10(3), 275–285. https://doi.org/10.23887/jpi-undiksha.v10i3.36419
Kennedy, A. (2016). Empowering teachers through professional development: Lessons from the Scottish model. Professional Development in Education, 42(4), 624–641. https://doi.org/10.1080/19415257.2015.1026456
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.
Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceived efficacy. Teaching and Teacher Education, 40, 52–62. https://doi.org/10.1016/j.tate.2014.02.007
Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Beltz.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). SAGE Publications.
MY, N., Ardiansyah, M., & Sarbani, A. A. (2025). Meningkatkan Keaktifan Siswa Melalui Model Project Based Learning dengan Meningkatkan Keaktifan Siswa Melalui Model Project Based Learning dengan Pendekatan TPACK. Pinisi Journal PGSD, 5(March), 62–68.
OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8