Blended Learning-Based Self-directed Learning on Classroom Action Research Training to Improve Teacher Competency Research

Abstract

Although classroom action research (CAR) is considered useful for teacher
development but this activity has not been implanted yet effectively in Indonesia. In
this paper, we report the alternative way to overcome this problem. It addresses how
blended learning support self-directed learning and enhance teacher competency
research. Through questionnaire, interview and document analysis, the result showed
that blended learning-based self-learning can improve teachers performance in
conducting classroom action research (CAR) and enhance their ability in compiling
the research report.
Keywords: self-directed-learning, blended learning,classroom action research, teacher
competency research.