Libro

This comprehensive volume brings together four seminal works on instructional design and classroom action research, offering educators, researchers, and curriculum developers a complete roadmap for transforming teaching practice through systematic inquiry and evidence-based innovation. Spanning from the foundational Kemmis and McTaggart spiral model to the widely adopted ADDIE, SAM, ASSURE, and Dick & Carey frameworks, this book provides both theoretical depth and practical guidance for improving learning outcomes at every level. The first section delves into Classroom Action Research (CAR), demonstrating how the Kemmis and McTaggart spiral cycles of planning, action, observation, and reflection empower teachers to become reflective practitioners and agents of change. Drawing on quantitative evidence from three iterative cycles, the author shows how CAR systematically enhances student engagement, academic achievement, and teacher professionalism—with student participation rising from 42% to 89% and learning outcomes improving by 40% across cycles. The second section provides a rigorous comparative analysis of the four most influential instructional design models in educational R&D: ADDIE, Dick & Carey, SAM, and ASSURE. Each model is examined through its philosophical foundations, procedural structure, advantages, limitations, and optimal application contexts. The book offers a decision-making framework that helps practitioners select the right model for their specific educational context—whether developing large-scale curricula, integrating emerging technologies, or designing learner-centered classroom experiences. Particular attention is given to AI-supported higher education, with a meta-analysis synthesizing empirical evidence from 2020–2025 across Indonesian and international contexts. The book addresses critical questions facing modern educators: How can AI tools be systematically integrated into instructional planning? Which design models best support personalized, adaptive learning? What evidence guides sustainable digital transformation in universities?