Participatory action research is a systematic process conducted by stakeholders in an educational setting, such as teachers or principals, to investigate and improve their practices. It aims to help educators solve problems in schools to enhance student learning and teacher effectiveness. Key characteristics include being persuasive, relevant, and challenging the status quo of educational reform. There are different types, like critical action research which aims to liberate through knowledge, and it can be done at various levels from individual teachers to entire schools. The process involves identifying a focus area, collecting and analyzing data, and developing action plans in iterative cycles.

1. PARTICIPATORY ACTION RESEARCH
BY : SIXTH GROUP
KABAI ILHAM
AFDALIAH AMIN
A. HALIMAH KHIBAR

2. Definition of Participatory Action Research
 Participatory action research is systematic
inquiry conducted by teacher researchers,
principals, school counselors, or other
stakeholders in the teaching learning
environment that involves gathering
information about the ways in which their
particular schools operate, the teachers
teach and the students learn.

3. The purpose of participatory action
research
 The purpose of action research is to provide teacher
researchers with a method for solving everyday
problems in school,’ so that may improve both student
learning and teacher effectiveness
 Action research is research done by teachers, for
themselves, it is not imposed on them by someone
else.

4. Key Characteristic of Action Research
Action research is persuasive and
authoritative, re
Relevant and accessible.
Action research challenges and
intractbility of reform of the
educational system and it is not a fad

5. Types of action research
 Critical action research is based on body of critical
theory and has a goal of liberating individuals
through knowledge gathering , it is also known as
emancipatory action research.
 Practical action research emphasizes the “how-to”
approach to the process of action research. An
assumption is that teachers are autonomous and can
determine the nature of the investigation to be
undertaken.

6. Levels of Action Research
 Education action research can be
undertaken at three levels, the individual
teacher level, the single school or
department level, or the school wide
level.

7. The action research process
 The action research process includes identifying an
area focus, data collection, data analysis and
interpretation, and action planning, a process known
as the dialectic action research spiral.
 The area of focus for action research should involve
teaching and learning and should focus on your
practice and be within your locus of control. It should
be something you feel passionate about and
something you would like change or improve.

8.  Insight into an area of focus can be gained through self-
reflection, descriptive activities, and something you would
like to change or improve.
 Insight into an area of focus can be gained through self-
reaction, descriptive activities and explanatory activities.
 Data collection techniques used in action research depend
on the area focus.
 Qualitative data collection techniques are more often
applied to action research problems than are quantitative
methods and design. Teachers do not

9.  Data Collection techniques used in action research
depend on the area focus.
 Data collection techniques used in action research
depend on the area focus.
 Qualitative data collection techniques are more often
apllied to action research

11.  'Action research is a process of systematic
reflection,
 enquiry and action carried out by individuals
about their
 own professional practice' (Frost, 2002, p. 25).
 'Action research is a term used to describe
professionals
 studying their own practice in order to improve
it'
 (GTCW, 2002a, p. 15).

12.  'Educational action research is an enquiry which is
 carried out in order to understand, to evaluate and then
 to change, in order to improve some educational practice'
 (Bassey, 1998, p. 93).
 'Action research combines a substantive act with a
 research procedure; it is action disciplined by enquiry,
 3
 Action Research
 a personal attempt at understanding while engaged in a
 process of improvement and reform' (Hopkins, 2002,
 p. 42).

13.  'When applied to teaching, [action research] involves
 gathering and interpreting data to better understand an
 aspect of teaching and learning and applying the outcomes
 to improve practice* (GTCW, 2002a, p. 15),
 'Action research is a flexible spiral process which allows
 action (change, improvement) and research (understanding,
 knowledge) to be achieved at the same time' (Dick,
 2002).
 'Action research is ... usually described as cyclic, with
 action and critical reflection taking place in turn. The
 reflection is used to review the previous action and plan
 the next one' (Dick, 1997).
 'Action research is ... an approach which has proved to
 be particularly attractive to educators because of its practical,
 problem-solving emphasis ...' (Bell, 1999, p. 10).