Guidelines for the Classroom Action Research Design through Professional Learning Community that Reflect the Expected Practice Level of Teachers

Abstract

The purpose of this academic article was to present guidelines of the classroom action research design through professional learning community concepts that reflect the expected practice level of teachers. The article included 1) classroom action research practice through professional learning community was a cyclical operation in learning management with an action variable and continuity of 4 steps comprising plan, act, observe and reflect to use the information obtained about the learners' learning outcomes and the actual conditions in the classroom for designing a learning management plan and learning management in the next cycle 2) the characteristics of the action variable and the dependent variable for classroom action research for each expected practice level were different but focused on the teachers' actual performance competency, learning management plan and learning outcomes of learners as well and 3) a guideline for designing a research were 3.1) analyse the factors of the dependent variable to determine the number of cycles 3.2) select the action variable 3.3) determine the research design 3.4) determine measuring tool for dependent variable and 3.5) create the calendar of experiments for each cycle with action variable according to specified research design.