<![CDATA[Classroom Action Research (CAR) serves as a form of professional reflection that assists teachers in improving their instruction; however, teachers at the Laboratory Elementary School of the State University of Malang (SD Lab UM) are not yet accustomed to conducting CAR systematically and continue to face difficulties in drafting CAR reports and journal articles. This community service initiative aimed to enhance teachers' competencies in conducting CAR and in preparing CAR reports and articles. The program employed a participatory approach, encompassing situational analysis, focus group discussions (FGD), CAR training, mentoring, and evaluation. Program effectiveness was assessed through a 10-item pre-test and post-test, analyzed using the normalized gain (N-Gain) and a paired-sample t-test involving 23 teachers who completed both assessments. The mean score increased from 79.57 to 88.26 (N-Gain = 0.43, categorized as moderate; t(22) = 2.36, p = 0.027). Among the participants, 13 teachers showed improvement, 6 remained unchanged, and 4 experienced a decline. The most significant gains were observed in the areas of CAR principles and problem identification, while the formulation of article titles remained the weakest aspect. In the post-test, 23 out of 24 teachers successfully articulated problem identification and CAR action plans, compared to only 7 out of 33 teachers in the pre-test. While this program improved the teachers' conceptual understanding of CAR, continued support in academic writing is still required.]]>
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