Vol. 3 No. 1 (2026): Februari 2026
Articles

Pemberdayaan Guru Melalui Bimbingan Teknis Penelitian Tindakan Kelas di Madrasah Ibtida'iyah Swasta (MIS) Raudhatul Mushallin Tanjungpinang

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  • Ahmad Fadhil Rizki,
  • Milasari,
  • Neli Hidayah,
  • Uray Ferry Haryanto,
  • Arum Rayana,
  • Carla Lia,
  • Kelvin Kencana
Ahmad Fadhil Rizki
Institut Agama Islam Miftahul Ulum Tanjungpinang
Milasari
Institut Agama Islam Miftahul Ulum Tanjungpinang
Neli Hidayah
Institut Agama Islam Miftahul Ulum Tanjungpinang
Uray Ferry Haryanto
Institut Agama Islam Miftahul Ulum Tanjungpinang
Arum Rayana
Institut Agama Islam Miftahul Ulum Tanjungpinang
Carla Lia
Institut Agama Islam Miftahul Ulum Tanjungpinang
Kelvin Kencana
Institut Agama Islam Miftahul Ulum Tanjungpinang

Published 2026-02-12

Keywords

  • Classroom Action Research,
  • Teacher Professionalism,
  • Technical Guidance,
  • Community Service

How to Cite

Pemberdayaan Guru Melalui Bimbingan Teknis Penelitian Tindakan Kelas di Madrasah Ibtida’iyah Swasta (MIS) Raudhatul Mushallin Tanjungpinang. (2026). TOTALITAS, 3(1), 22-27. http://journal.iaimutanjungpinang.ac.id/index.php/totalitas/article/view/174

Abstract

Classroom action research (PTK) is an important tool for teachers in improving their professionalism and the quality of learning. However, in practice, teachers find it difficult to develop CAR due to their limited conceptual understanding and writing skills. This community service programme focuses on improving teachers' competence in designing, implementing and publishing CAR through a systematic mentoring programme. This activity was held at MIS Raudhatul Muslimin Tanjungpinang with eight teachers participating. The method used was Participatory Action Research (PAR) with a participatory learning approach through 12 structured meetings. The results showed an increase in participants' knowledge, with significant results obtained in the understanding of 90% of participants being able to compile PTK drafts in accordance with academic standards. Teachers' motivation also increased, with 5 teachers committing to submit articles to scientific journals. The main obstacles included limited time for implementation and variations in participant motivation. This programme proves that structured and continuous training is effective in improving teachers' research competencies as a concrete effort to develop professional teachers who can contribute to the advancement of national education.

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