<![CDATA[Purpose – This study aimed to examine the effectiveness of an integrated workshop and mentoring program in enhancing the competence of primary and junior secondary school teachers in East Jakarta in developing classroom action research (PTK) proposals.Methods – The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design without a control group. Participants comprised 30 primary and junior secondary school teachers selected through purposive sampling. Data were collected through conceptual understanding tests administered before and after the intervention (pre-test and post-test). Data were analyzed using descriptive and inferential statistics, including the nonparametric Wilcoxon Signed-Rank Test and Normalized Gain (N-gain) calculations.Findings – The mean pre-test and post-test scores for conceptual understanding were 14.33 (89.58%) and 14.47 (90.44%), respectively. The Wilcoxon Signed-Rank Test yielded a p-value of 0.303 (p > 0.05), while the mean N-gain was 0.08, classified as low. These findings suggest a ceiling effect associated with participants’ high baseline competence. Nevertheless, qualitative analysis of the draft proposals revealed meaningful improvements in methodological quality and the formulation of action hypotheses. Research implication – The study concludes that the integrated workshop and mentoring program was effective in strengthening the methodological depth of teachers’ PTK proposals, although high baseline scores limited the cognitive test’s capacity to capture improvement.]]>
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