<![CDATA[Classroom action research (CAR) is a strategic tool for ensuring the quality of micro-learning in the classroom, as well as a vehicle for the continuous professional development of teachers, although in practice at the elementary school level it often faces methodological obstacles and administrative burdens. This phenomenological qualitative study aims to explore in depth the essence of the lived experiences, perceptions, challenges, and management of CAI implementation by elementary school and Islamic elementary school teachers. Data were collected through in-depth interviews conducted both online and in person. The study involved 20 elementary school and Islamic elementary school teachers (participants) selected using purposive sampling from four regions: West Java, East Java, South Sumatra, and Lampung. Data were analyzed using Interpretative Phenomenological Analysis (IPA) through the stages of bracketing, phenomenological reduction, thematic mapping, and synthesis of meaning. The main findings of the study indicate that: 90% of teachers have implemented need-based PTK, such as addressing the impact of gadget use on students; 10% of teachers have not yet or are just beginning to prepare to implement PTK; The main challenges identified centered on technical and methodological difficulties; training and workshops proved to be effective solutions for overcoming these methodological obstacles; PTK is understood and utilized as an early warning system and a tool for self-evaluation that underpins continuous quality improvement; Teachers consider conducting PTK once per semester to be the most ideal, rational, and realistic target for maintaining a balance between the quality of interventions, the rhythm of daily classroom activities, and the administrative workload. This study recommends a paradigm shift in school management from sporadic administrative supervision toward continuous mentoring/coaching to build a robust research culture in schools.]]>
