Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines

Sylvester Tan Cortes, Margarito Surbito Reyes, Jr.

Abstract


Abstract: Challenges in Conducting Action Research: Experiences from Biology Teachers of a Province in Mindanao, Philippines. Objectives: This study aimed to explore biology teachers’ experiences from a province in Mindanao regarding their challenges while engaging in action research. Methods: It employed a multiple case studies method that involved detailed examination and in-depth analysis of primary and secondary data collected from questionnaires, in-depth individual interviews, and other relevant artifacts from the participants. Findings: Teacher’s major challenges in action research (AR) are reported as themes, namely: negative perceptions and attitudes, lack of conceptual knowledge and unresponsive nature to critiques, lack of time and resources, and mistrust of colleagues’ research capacity. Conclusion: The professional development programs these teachers previously attended did not upgrade their skills in AR because of the following reasons: rolled out in a short period, episodic, had minimal scaffolding and monitoring, and lack evaluation of teachers’ AR projects after the training programs.

Keywords: action research, biology teachers, challenges, professional development.

 

Abstrak: Tantangan Melakukan Penelitian Tindakan: Pengalaman Guru Biologi di Mindanao, Filipina. Tujuan: Penelitian ini bertujuan untuk mengeksplorasi pengalaman guru biologi dari sebuah provinsi di Mindanao mengenai tantangan mereka saat terlibat dalam penelitian tindakan. Metode: Metode studi kasus berganda yang melibatkan pemeriksaan detil dan analisis mendalam dari data primer dan sekunder yang diperoleh dari kuesioner, wawancara individu yang mendalam, dan hasil karya yang relevan dari para peserta. Temuan: Tantangan utama guru dalam penelitian tindakan yaitu: persepsi dan sikap negatif, kurangnya pengetahuan konseptual dan sifat tidak responsif terhadap kritik, kurangnya waktu dan sumber daya, dan ketidakpercayaan terhadap kapasitas penelitian rekan kerja. Kesimpulan: Program pengembangan profesi yang sebelumnya diikuti oleh guru-guru ini tidak meningkatkan keterampilan mereka dalam melaksanakan penelitian tindakan karena alasan berikut: diluncurkan dalam waktu singkat, episodik, minimnya scaffolding dan pemantauan, dan kurangnya evaluasi proyek penelitian tindakan guru setelah program pelatihan.

Kata kunci: penelitian tindakan, guru biologi, tantangan, pengembangan profesi.


DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202102


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