The objective of our study was to examine the understandings of elementary school teachers who implemented classroom action research (CAR) in their professional life. A phenomenological study approach was employed in this research to explore the elementary school teachers’ understanding of their CAR views and to uncover the difficulties they experienced when implementing it. We collected the research data from interviews with 12 public elementary school teachers. The results of our study show that elementary school teachers comprehend the benefits of CAR, namely enhancing the quality of learning and developing their professional careers. However, they still experience difficulties in implementing CAR. Inadequate acquisition of knowledge about the substantial components of CAR, weak teacher self-management and insufficient school resources are hindering factors preventing teachers from implementing CAR in their professional life..   Keywords: Action research, elementary school, teacher competence, teacher difficulties, teacher experiences

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This study aims to analyze the results of ecological education research on the use of family medicinal plants in the GMIM Kakaskasen Maranatha Church. Education ranging from children to old age in cultivating family medicinal plants that are believed to have great benefits. Family medicinal plants are useful for preserving nature, the greening movement, herbs and medicines for human health. The method used in this study is a qualitative method with participatory observation techniques, in-depth interviews with four members of the congregation and literature studies such as books, journals, theses, internet. The results of this study indicate that ecological education in cultivating family medicinal plants does not attract the attention of young people, but is of interest to elderly mothers and women to mothers. The impact of ecological education as a marker of human reconciliation with nature. Apart from oneself, church and culture play a role in educating and preserving nature.

The disruptive era presents many challenges in various fields, including early childhood education. This research aims to discover factors that contribute to resilience of preschool teachers towards the globalization in information era. This study employs a qualitative method to derive the contributing factors on the kindergarten teachers' resilience. The data was gathered through observation, record field notes and interview to six kindergarten teachers in order to get in-depth information related to factors that build their resilience. Data retrieval was guided by using Reivich and Shatte's theory of resilience that underlines the importance of protective factors in overcoming risk factors. The results indicate several factors that positively contribute to the commitment and resilience of kindergarten teachers including the ability of teachers in regulating their emotional, keep focusing on the positive experiences and remain optimistic, and keep boosting their belief that teaching is a calling and be professional teachers. These current findings suggest that personal characteristics contribute on teacher resilience as kindergarten teachers in the disruptive era.