Strategi Refleksi dan Evaluasi Penelitian Tindakan Kelas

Abstract

Within the context of Classroom Action Research (CAR), reflection and assessment procedures are mutually reinforcing. By engaging in thorough introspection, teachers or educators have the capacity to discern issues or requirements that necessitate additional assessment. Reflection and evaluation constitute integral components of classroom action research. By engaging in reflection, educators have the ability to recognize shortcomings in learning activities and strategize ways to enhance them. Evaluation is a crucial process employed to assess the effectiveness of a program and the subsequent advancements made following the adoption of specific actions. Assessment criteria and considerations from several stakeholders are key factors in assessing the degree of success and potential enhancements in both procedures. By employing suitable methods of reflection and assessment, the implementation of the Phi Theta Kappa (PTK) honor society can greatly enhance the caliber of educational experiences within the classroom setting. This approach enables educators to discern and use activities or procedures that are more efficacious, while also fostering innovation and enhancement in order to attain the intended learning objectives. The objective of this study is to ascertain the technique for reflection and evaluation of the CAR. The research methodology employed in this study is the library research method, which entails the systematic collection and analysis of pertinent literature sourced from a variety of library resources. This approach involves utilizing a variety of scholarly resources such as books, scientific journals, articles, research reports, and other relevant sources available in the library to address research inquiries or construct a comprehensive literature review.