Collaborative Nested Action Research (C-NAR): Effective Approach Produces Reflective Teachers in Elementary School

This study aims to describe a collaborative mentoring model in producing reflective teachers in elementary schools. This type of research is continuous classroom action research with Collaborative Nested Action Research (C-NAR) design. In its implementation, in addition to practitioners conducting classroom action research, lecturers and civil servant teachers conduct mentoring action research. The subjects in the study were 2 students of pre-service teacher professional education (PPG Prajabatan) at the Universitas Negeri Medan. Data collection techniques were carried out through observation and 3-way conferences (lecturers, tutors, and practitioners). The instruments used are observation sheets and reflective journals. Research data were collected and analyzed using a qualitative approach. The results showed that the C-NAR approach was able to produce reflective teachers. In this case, the practitioner continues to make continuous improvements in each lesson based on the shortcomings or failures of previous learning. Based on these findings, C-NAR is said to be effective in facilitating practitioners to become reflective teachers in elementary schools by innovating continuous improvement in each lesson.