Abstract

Classroom-Based Action Research (CBAR) is essential in preparing pre-service teachers (PSTs) to address classroom challenges, yet it remains complex to learn and implement effectively. This study developed the PST-CBAR Workbook, utilizing the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, to provide structured support for PSTs in conducting CBAR. A needs assessment identified common difficulties, including unsubstantiated research problems, insufficient literature reviews, weak conceptual frameworks, and challenges in data analysis and interpretation. These findings guided the creation of a scaffolded, design-thinking-driven instructional framework. Expert validation ensured the workbook’s clarity and relevance, offering sequential, user-centered worksheets aligned with CBAR stages. Pilot testing demonstrated the workbook’s effectiveness in enhancing reflective practice, supporting systematic research processes, and fostering practical application of research skills. Despite logistical and skill-related challenges, PSTs showed resilience and notable learning gains. High evaluation scores underscore the workbook’s potential to strengthen research proficiency, suggesting its broader applicability in improving teacher education and promoting educational development.