<![CDATA[This study aims to conceptually examine methodological issues in Classroom Action Research (CAR), particularly focusing on deviations in research design implementation, weaknesses in instrument development and validation, inconsistencies in research procedures, and limitations in data analysis and evidence-based reflection. This research employs a library research method using a descriptive qualitative approach. The literature selection process was conducted systematically through academic databases such as Google Scholar and indexed journals by applying keywords including “classroom action research,” “CAR methodology,” and “data analysis in CAR.” The inclusion criteria consisted of peer-reviewed articles published between 2014 and 2024, relevance to the research focus, and clear methodological descriptions. Based on this process, a total of 20 scientific articles were selected and analyzed. Data analysis was carried out through stages of data collection, reduction, categorization, and synthesis of findings. The results reveal five major themes of methodological problems in CAR: (1) inconsistency in the implementation of cyclical research design, (2) weaknesses in the development and validation of research instruments, (3) lack of systematic research procedures, (4) limited teacher competence in data analysis, and (5) insufficient integration of data in reflective processes. These findings indicate a lack of methodological integration among design, instruments, and procedures in CAR. practice. This study contributes theoretically by reinforcing CAR as an integrated methodological system that requires alignment between design, instruments, procedures, and data analysis. The novelty of this research lies in proposing a conceptual framework emphasizing methodological integration as the key to improving CAR quality. Practically, this study provides insights for enhancing teachers’ research competence to support evidence-based instructional improvement.]]>
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