Abstrak: Latar belakang penelitian ini adalah bahwa penelitian tindakan dan karya ilmiah yang dilaksanakan oleh guru hanya untuk memenuhi tuntutan kedinasan saja, bukan sebagai bagian dari refleksi diri ilmiah guru. Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan penelitian tindakan guru. Metode yang digunakan adalah participatory action research yang terdiri dari diagnosis, tindakan, ukuran, dan refleksi. Berdasarkan temuan di lapangan, para guru akan lebih mudah melakukan penelitian tindakan dengan pola penelitian tindakan kelas yang ditunjukkan oleh peneliti. Sehingga penulisan penelitian tindakan kelas dapat dilakukan dengan baik dan mudah dilaksanakan oleh guru. Disimpulkan bahwa kesan sulitnya penelitian tindakan kelas akan berkurang jika para guru mulai memahami pola metode penelitian tindakan kelas. REFLECTION OF TEACHERS IN DOING ACTION RESEARCH TO IMPROVE STUDENT SUCCESS Abstract: The background of this research is that the action research and scientific work carried out by the teacher is only to fulfill the demands of service, not as part of the teacher's scientific self-reflection. The purpose of this study is to improve teacher action research skills. The method used is Participatory Action Research consisting of diagnosis, action, measure, and reflection. Based on the findings in the field, teachers will find it easier to conduct action research with a class action research pattern shown by researchers. So that writing classroom action research can be done well and easily implemented by the teacher. It was concluded that the impression of the difficulty of classroom action research would be reduced if teachers began to understand the pattern of classroom action research methods.

Students' 21st-century skills are acquired through literacy. Teachers can train students to read, write, and solve problems using a mix of teaching strategies, and ePortfolios. However, in reality, the teaching carried out by teachers has not been able to develop students' 21st-century skills, due to the low literacy skills of teachers. This study aims to develop the 21st-century skills of elementary school students by improving literacy skills of reading, writing, speaking and problemsolving in Indonesian, Science, Social Sciences, and Citizenship Education subjects. This is done by providing technical guidance to elementary school teachers in designing constructivist lesson plans, worksheets, and reading literacy assessments. The findings suggest that the teacher follows all learning procedures in training students to acquire all 21st-century skills. The teacher develops students' creativity skills through project work that produces artifacts of students' work. The teacher develops students' collaboration/collaboration skills through small groups. The teacher trains critical thinking skills through literacy programs that support students to acquire many new words from new insights; The development of communication skills can be done by the teacher by preparing each student in turn to present their answers, ideas, and ideas. Problem-solving and inquiry skills in groups can be developed by organizing equality and involving all students.

Group Investigation (GI) is a method that emphasizes participation and student activities to find the material of the lesson to learned through available materials and media such as textbooks, communities, internet, environment, and others. To date, group investigation has still not yet been closely investigated. Few published studies have focused on group investigation. However, no previous study has investigated group investigation in the third grade of primary schools specifically in science. The objective of the present work paper is to investigate GI and describe the process of a GI. This classroom action research uses the R&H classroom action research model. Participants in this study were third-grade students in one of the Elementary Schools in South Tangerang, Banten Province, Indonesia. Data has been collected through tests, observations, and documents. Data were analyzed using text analysis and descriptive statistics. This study has shown that GI is proven to improve elementary school students’ science learning outcomes. The evidence from this study also suggests that GI is effective for encouraging students’ involvement in learning, train students’ higher-order thinking skills, and promote behavior collaboration to complete the task.

Cooperative learning is a learner-centered learning process, where students share knowledge in groups. Student Teams Achievement Divisions (STAD) is a type of cooperative learning that is effective in improving students' critical thinking skills. This study aims to describe the use of the STAD type of cooperative learning model in improving student social science learning outcomes and to analyze the impact of the model in increasing student learning participation through technology-assisted audio-visual media. This study used classroom action research with a cycle system consisting of planning, implementation, observation, reflection, and revision. The participants in this study were teachers and secondgrade students at a public elementary school located in Banten, Indonesia. The learning outcomes of the first cycle showed that 75.86% of students achieved the learning objectives, while the second cycle learning outcomes showed that 93.10% of the students achieved the learning objectives. The results of this study indicate that STAD-type cooperative learning in collaboration with the use of audio-visual learning media is proven to be able to improve student learning outcomes, can also improve student understanding, and be able to increase student motivation to discuss in small groups, that allow students to quickly understand a concept through visualization.

21st century skills are important for students to develop self-efficacy through problem-solving, critical thinking, collaboration, communication and creativity. A high level of 21st century skill self-efficacy is literacy. An empirical observation related to found literacy is the low literacy of teachers at a private madrasah in Bogor, West Java. For this reason, teachers are coached to create lesson her modules and conduct project learning to improve 21st century skills and student literacy. Direct instruction is a teaching strategy in which a coach (instructor) presents new knowledge or skills that can be followed by a coachee (teacher). This coaching influences the reading comprehension of teachers so that teachers acquire the skills to design, implement and assess reading comprehension in four primary reading comprehension subjects namely Science, Social Studies, Indonesian and PKN. can do. Because teachers teach reading and writing skills to students in the context of the lesson.