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This article examines the implementation of the Kemmis and McTaggart CAR model, carried out in a spiral cycle consisting of planning, action, observation, and reflection stages. CAR provides teachers with opportunities to analyze, plan, and implement instructional improvements based on real problems encountered in the classroom. This model positions teachers not only as facilitators of learning but also as active researchers who act as agents of change. The research is conducted collaboratively among teachers, students, and school stakeholders, thereby strengthening cooperation in enhancing educational quality. The findings indicate that implementing the Kemmis and McTaggart CAR model is effective in improving teaching strategies, increasing student participation, and supporting the professional development of teachers. Furthermore, CAR fosters a research culture among educators that encourages instructional innovation. 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Classroom Action Research (CAR) is a reflective research method aimed at continuously improving classroom teaching practices. This article examines the implementation of the Kemmis and McTaggart CAR model, carried out in a spiral cycle consisting of planning, action, observation, and reflection stages. CAR provides teachers with opportunities to analyze, plan, and implement instructional improvements based on real problems encountered in the classroom. This model positions teachers not only as facilitators of learning but also as active researchers who act as agents of change. The research is conducted collaboratively among teachers, students, and school stakeholders, thereby strengthening cooperation in enhancing educational quality. The findings indicate that implementing the Kemmis and McTaggart CAR model is effective in improving teaching strategies, increasing student participation, and supporting the professional development of teachers. Furthermore, CAR fosters a research culture among educators that encourages instructional innovation. Therefore, CAR can serve as an important strategy for enhancing the quality of teaching practices, the relevance of education, and student learning outcomes. This article also presents the steps of implementation, procedures, and benefits of CAR in the school learning context.

", "identifiers": [ { "identifier": "Identifier", "scheme": "other" } ], "publication_date": "2025-11-24", "publisher": "Zenodo", "references": [ { "reference": "[1]\tArikunto, S. (2008). Research Procedure A Practical Approach. Jakarta: Rineka Cipta. [2]\tBasrowi. (2009). Classroom Action Research. Jakarta: Bumi Aksara. [3]\tEbbutt, D. (1985). \"Educational Action Research: Some General Concerns and Specific Quibbles.\" In R. G. Burgess (ed.), Issues in Educational Research: Qualitative Methods. London: Falmer Press. [4]\tElliot, J. (1991). Action Research for Educational Change. Buckingham: Open University Press. [5]\tFrontiers in Education \u2014 Empowering Current and Future Educators: Using a Scalable Action Research Module \u2014 10.3389/feduc.2021.754097 [6]\tHakim, L. (2025). Classroom Action Research: Definition, Purpose and Benefits. Deepublish Store. Accessed from https://deepublishstore.com/blog/penelitian-tindakan-kelas/ [7]\tHandayani, S. (2021). 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