<![CDATA[This community service research project aimed to improve teachers’ understanding and initial skills in developing Classroom Action Research (PTK) proposals through a one-day training and mentoring session conducted by a university team at At-Taubah Islamic Junior High School in East Jakarta. The evaluation used a single-group pretest–posttest design. A total of 32 elementary and junior high school teachers participated in the activity, while 27 participants with complete and comparable pretest and posttest data were analyzed. Understanding of CAT was measured using a 16-item multiple-choice test administered via an online form. Data were analyzed using a paired t-test, the Wilcoxon test as a robustness check, Cohen’s dz, and normalized gain. The mean score increased significantly from 88.66 to 96.05 on a scale of 0–100 (t(26) = 4.878; p < 0.001), with a large effect size (dz = 0.94) and a moderate normalized gain (g = 0.65). The greatest improvement occurred in understanding the sequence of the PTK cycle, specifically from 53.3% to 89.7% correct answers. In addition to improved understanding, this activity resulted in initial drafts of PTK proposals developed in groups based on real-world problems in their respective classrooms. Participatory training combined with guidance on proposal drafting had an initial impact on the partners in the form of increased teacher understanding of the PTK procedures and their ability to formulate problems and draft initial PTK proposals. Continued guidance is still needed to ensure that the teachers’ understanding and proposal drafts]]>
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