57
Figure 1.Knowledge of Action Class Research
There are 97.37 of the teachers know how to identify problems, 97.73 of the teachers are
able to formulate the cause of problem clearly, 87.72 of the teachers are able to plan action to
resolve the problem, 87.72 of the teachers carry out the action, 97.37 teachers observe the
students performance, 99.12 of the teachers explain the successfailure the action, and
98.25 do redesign. Thus, it can be said that the knowledge of teachers of secondary school in
Hulu Sungai Selatan on the implementation of Action Class Research is very high.
a. Knowledge of Action Class Research
Objectives
More than 90 of teachers know the purpose of the implementation of action research
there are only a few teachers who do not know. 98.25 teachers know that action research can
improve teaching practice, helping teachers overcome learning problems, and improve the
professionalism of teachers. Thus, it can be said that the knowledge of Junior High School teacher
in the District of Hulu Sungai Selatan about the purposes of conducting action research is very
high. The knowledge of action class research objectives is presented in Table 2 and Figure 2.
Table 2.Knowledge of Action Class Research Objectives
No Question
Criteria Frequency
Percentage a
Repairing and improvement of learning practices Yes
112 98.25
No 2
1.75 b
Helping teachers to solve the problems in the classroom
Yes 112
98.25 No
2 1.75
c Improving the professional attitude of educators
Yes 112
98.25 No
2 1.75
d Creating a proactive attitude in improving the quality
of education Yes
111 97.37
No 3
2.63 Source: Primary Data 2015
58
Figure 2. Knowledge of Action Class Research Objectives
b. Knowledge of the Characteristics of
Action Class Research
Knowledge of Junior High School teacher in the district of Hulu Sungai Selatan about the
characteristics of a class action is presented in Table 3 and Figure 3. Based on Table 3 and
Figure 3, approximately 91.23 of the teachers know that action research can be planned by a
teacher. 91.23 of the teachers realized that the Action Class Research conducted to resolve
learning problems in class. 90.35 teachers know that the results of Action Class Research
useful for students and teachers. Based on the results of the percentage of junior high school
teachers in Hulu Sungai Selatan understand the characteristics of Action Class Research.
Table 3. Knowledge of the Characteristics of Action Class Research
No Question
Criteria Frequency
Percentage a
Researchers of Action Class Research done by teachers Yes
104 91.23
No 10
8.77 b
Action Class Research plan done by teachers allowing assisted by outsiders
Yes 98
85.96 No
16 14.04
c The appearance of the problem is felt directly by the teachers
Yes 104
91.23 No
10 8.77
d The main characteristic of Action Class Research is to repair
a recurring Yes
99 86.84
No 15
13.16 e
The role of teachers in the Action Class Research as a teacher and researcher
Yes 106
92.98 No
8 7.02
f Action Class Research implemented in the classroom
Yes 82
71.93 No
32 28.07
g Data collection is done by teachers and assisted by outsiders
Yes 88
77.19 No
26 22.81
h Action Class Research results directly utilized by teachers
and felt by students Yes
103 90.35
No 11
9.65 Source: Primary Data 2015
59
Figure 3. Knowledge of the characteristics of Action Class Research A.
The problem of Action Class Research a.
Implementation of
Action Class
Research Implementation of action research class at
Junior High School in the district of Hulu Sungai Selatan is presented in Table 4 and Figure
4 below. Based on Table 4 and Figure 4 above of
some questions are given to teachers about the implementation of the Action Class Research is
only about 34.21 of teachers who carry out action research, while 65.79 of teachers do not
carry out action research. 34.21 teachers who have done the research do not find any difficulty
in the implementation of Action Class Research.
Table 4. Implementation of Action Class Research
No Question
Criteria Frequency
Percentage a
Implementation of Action Class Research Yes
39 34.21
No 75
65.79 b
Difficulty of Action Class Research Implementation Yes
4 10.26
No 35
89.74 c
Difficulty to achieve the purpose of Action Class Research
Yes 9
23.08 No
30 76.92
d Difficulty to distinguishing the characteristics of Action
Class Research with Non- Action Class Research Yes
1 2.56
No 38
97.44 e
Constraints of each activity Yes
26 66.67
No 13
33.33 f
Students get benefit Yes
4 10.26
No 35
89.74 g
Experiencing problems when Action Class Research activities
Yes 9
23.08 No
30 76.92
h Difficulty in finding problems
Yes 1
2.56 No
38 97.44
i The problem can be solved by Action Class Research
Yes 1
2.56 No
38 97.44
j Need to get a guidance
Yes 39
100 No
k Receive a guidance in preparing of Action Class
Research Yes
4 10.26
No 35
89.74 Source: Primary Data 2015
60
Figure 4. Implementation of Action Class Research b.
Implementation Guidance of Action Class Research
The implementation of Action Class Research in Junior High School in the District of
Hulu Sungai Selatan is presented on the Table 5 and Figure 5 below. Based on the Table 5 and
Figure 5, Guidance is done in Action Class Research and the highest scientific publications.
Guidance of colleagues is 56.41. Forms of guidance is personalized ie 48.72. Teachers
have received training through training activities to provide assistance to their colleagues. The
governments role in teacher training is still lacking in quantity of training and training time.
c. Teacher guidance in implementing the
