Peningkatan Kreativitas Guru Sekolah Dasar dalam Merancang Karya Tulis Ilmiah Berbasis Action Research di Kota Malang - Utama, Candra; Mashfufah , Aynin; Kusumaningrum, Shirly Rizki; Pristiani, Riska (Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), 2026)
Keterampilan guru dalam merancang penelitian tindakan kelas merupakan bagian penting dari pengembangan profesional berkelanjutan karena guru perlu mengambil keputusan pembelajaran berdasarkan masalah kelas, data, dan refleksi sistematis. Kegiatan pengabdian ini bertujuan memperkuat kreativitas profesional guru sekolah dasar dalam merancang karya tulis ilmiah berbasis action research, khususnya penelitian tindakan kelas, di SDN Purwantoro 1 Kota Malang. Kreativitas profesional dalam kegiatan ini dipahami sebagai kemampuan guru merefleksikan masalah pembelajaran, memilih tindakan yang relevan, menyusun rencana aksi, dan mengembangkan rancangan PTK secara sistematis. Program dilaksanakan melalui workshop dan pendampingan dengan pendekatan andragogi yang mencakup pengenalan konsep dasar PTK, prosedur pelaksanaan, penyusunan proposal, praktik analisis data kuantitatif dan kualitatif, penulisan laporan, serta refleksi bersama. Evaluasi keberhasilan dilakukan menggunakan desain satu kelompok pretest-posttest terhadap 24 guru, disertai observasi proses, dokumentasi, dan refleksi peserta. Hasil evaluasi menunjukkan rerata skor meningkat dari 48,58 pada pretest menjadi 68,88 pada posttest. Data pretest dan posttest berdistribusi normal, homogen, dan hasil uji t berpasangan menunjukkan perbedaan signifikan (t = -30,337; p < 0,001). Temuan ini menunjukkan hasil positif bahwa pendampingan berbasis pengalaman kelas, diskusi kolaboratif, dan praktik penyusunan proposal dapat memperkuat pemahaman serta kesiapan guru dalam mengembangkan karya tulis ilmiah berbasis PTK. Program ini berkontribusi pada penguatan profesionalisme guru dan peningkatan budaya reflektif di sekolah dasar. Improving Elementary School Teachers’ Creativity in Designing Action Research-Based Scientific Writing in Malang City Abstract Teachers’ ability to design classroom action research is an essential component of continuous professional development because instructional decisions need to be grounded in classroom problems, data, and systematic reflection. This community service program aimed to strengthen elementary school teachers’ professional creativity in designing action research-based scientific writing, particularly classroom action research, at SDN Purwantoro 1 Malang City. In this program, professional creativity refers to teachers’ ability to reflect on instructional problems, select relevant actions, develop action plans, and design classroom action research systematically. The program was implemented through a workshop and mentoring using an andragogical approach, covering the basic concepts of classroom action research, procedural design, proposal development, quantitative and qualitative data analysis, report writing, and collaborative reflection. Program outcomes were evaluated using a one-group pretest-posttest design involving 24 teachers, supported by process observation, documentation, and participant reflection. The evaluation showed that the mean score increased from 48.58 in the pretest to 68.88 in the posttest. The pretest and posttest data were normally distributed and homogeneous, and the paired-samples t-test indicated a significant difference between the two scores (t = -30.337; p < 0.001). These findings indicate positive outcomes suggesting that classroom experience-based mentoring, collaborative discussion, and proposal writing practice can strengthen teachers’ understanding and readiness to develop classroom action research-based scientific writing. The program contributes to teacher professionalism and the development of a reflective culture in elementary schools.