Transformative Praxis Beyond Methodology: A Multi-Theoretical Integration of Classroom Action Research for Novice Educators' Critical Reflection and Epistemic Awakening

Yulia Afrilliana (Institut Agama Islam Muhammad Azim, Jambi, Indonesia)
Eko Purnomo (Universitas Khairun, Ternate, Indonesia)
Rasmi Hi Panu (Universitas Nahdlatul Ulama, Maluku Utara, Indonesia)
Eka Ismaya Indra Purnamanita (STIT Muhammadiyah Lumajang, Lumajang, Indonesia)
Arifatul Ma’ani (STIT Muhammadiyah Lumajang, Lumajang, Indonesia)
Siti Amaliati (STIT Raden Santri Gresik)

INOVASI LOKAL : Pemberdayaan Masyarakat dalam Pembangunan Berkelanjutan
Vol. 4 No. 1 (2026): Inovasi Lokal

Introduction: Critical reflection constitutes a foundational competency for novice educators, yet remains suboptimally developed due to limited experiential scaffolding and insufficient systematic guidance. While Classroom Action Research (CAR) has been widely employed as a methodological tool, its transformative potential as a multi-theoretical praxis remains underexplored. This study addresses this gap by integrating four complementary theoretical frameworks—Dewey's reflective thinking, Korthagen's ALACT model, Mezirow's transformative learning, and Freirean critical pedagogy—to reconceptualize CAR not merely as research methodology but as transformative praxis capable of catalyzing epistemic awakening among novice educators. Method: Employing a participatory action research design, this study conducted an intensive one-day workshop with novice educators (pre-certification teachers) in the coastal communities of Sidoarjo Regency, Indonesia. The intervention comprised four sequential phases: (1) conceptual grounding through theoretical orientation, (2) problem identification and critical analysis using classroom data as evidentiary foundations, (3) CAR proposal development with peer review and mentor feedback, and (4) evaluation and reflective synthesis. Data were collected through pre-post evaluation forms,  Result: Evaluation data revealed significant paradigmatic shifts in participants' understanding of critical reflection and CAR. Participants transcended viewing reflection as administrative ritual, instead embracing it as transformative strategy for cultivating sustained critical consciousness. Conclusion: This study contributes theoretical novelty by demonstrating the integrative power of synthesizing Deweyan, Korthagenian, Mezirowian, and Freirean perspectives within a unified framework for novice educator development. The findings validate CAR's function not merely as methodological instrument but as transformative praxis that catalyzes epistemic awakening and perspective transformation.