Jul 2026· Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman· Vol 15, pp. 1141-1158· 0 citations· 37 references
Abstract
The effectiveness of history learning is strongly influenced by teachers' pedagogical strategies in creating meaningful, interactive, and student-centered learning experiences. However, history instruction in many Indonesian secondary schools continues to face challenges related to teacher-centered practices, limited student participation, and insufficient classroom engagement. This study aims to analyze teachers’ pedagogical strategies in enhancing the effectiveness of history learning at SMA Negeri 1 Parigi Tengah, Indonesia. The study employed a qualitative case study design involving history teachers, students, and school administrators selected through purposive sampling. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that effective history learning is achieved through the integration of classroom discussion, contextual learning, collaborative activities, questioning techniques, multimedia resources, and reflective learning. These pedagogical strategies foster active student engagement, strengthen historical understanding, improve communication skills, and encourage critical interpretation of historical events. The study further reveals that instructional effectiveness is reinforced by institutional support, including instructional leadership, collaborative professional culture, and systematic instructional planning. This study contributes to history education by conceptualizing teacher pedagogical strategies as an integrated pedagogical ecosystem rather than isolated instructional methods. The findings provide theoretical insights into effective history learning and offer practical recommendations for teachers and school leaders in implementing student-centered pedagogy within the context of the Merdeka Curriculum
This qualitative study employed a phenomenological research design to explore the lived experiences of English
teachers regarding the challenges, coping mechanisms, and educational management insights in implementing
collaborative learning with Peer-Assisted Instruction (PAI). Using purposive sampling, ten (10) junior high school English
teachers were selected to participate in in-depth interviews (IDI). Thematic analysis was employed to analyze the data and
identify recurring patterns across participants' responses. Findings revealed three primary challenges encountered by
teachers in facilitating collaborative learning with PAI: lack of student readiness and motivation, student behavioral
issues, and assessment challenges. In response to these challenges, participants employed coping mechanisms such as using
structured lesson planning, strengthening professional collaboration with colleagues, and fostering student-led goal setting.
The study uncovered significant lessons, highlighting the importance of institutionalizing collaborative learning
frameworks, addressing the need for continuous teacher training and coaching, and providing administrative support to
address student behavioral concerns. The results underscored the complexities of implementing collaborative learning
with PAI and offer practical implications for school leaders, policymakers, and educators in enhancing instructional
practices and support systems within English language classrooms.
Wenie Jane L. Rubillar· International Journal of Inn...· 0 citations
This research aims to investigate domain-specific teacher self-efficacy and explore how these efficacy beliefs are enacted in professional practice among Indonesian English teachers. Using a convergent parallel mixed-methods design, data were collected from 142 Indonesian EFL teachers through the Teacher Sense of Efficacy Scale (TSES) and semi-structured interviews. Quantitative findings revealed significant differences among the three domains of teacher self-efficacy. Efficacy for instructional strategies obtained the highest mean score, followed by classroom management and student engagement. Qualitative findings indicated that teachers increasingly employed innovative and technology-supported instructional approaches; however, resource constraints, large class sizes, and limited access to professional development often hindered the consistent enactment of these efficacy beliefs in practice. The findings highlight the importance of balancing traditional and innovative pedagogies and providing sustained professional learning opportunities. This study contributes to understanding how teacher self-efficacy is enacted in resource-constrained EFL contexts and offers implications for educational practice and policy.
B. Bachtiar, Sylvia Sylvia, Supornphan Konchiab· AsTEN Journal of Teacher Edu...· 0 citations
Mathematics learning in elementary schools continues to face challenges, including students’ perceptions of mathematics as difficult, procedural teaching practices, and low engagement. These challenges highlight the need for instructional approaches that improve student learning and foster teachers’ pedagogical transformation. This study examined the pedagogical transformation of elementary school teachers who teach mathematics following the implementation of the GASING method in their teaching. A mixed-methods sequential explanatory design was employed involving 27 teachers, of whom 6 selected for interviews. Data were collected through questionnaires and semi-structured interviews and were analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ pedagogical transformation was high across the dimensions of perceptions, pedagogical strategies, and professional reflection. Teachers increasingly view errors as learning opportunities, adopt more contextual and student-centered instructional strategies, and engage more actively in professional reflection. These findings suggest that the GASING method can support teachers’ pedagogical transformation and contribute to more meaningful, reflective, and student-centered mathematics learning in elementary schools in Indonesia.
This study aims to describe teachers’ strategies for implementing integrated learning in first grade at SD N 2 Tlogotirto. The study employed a descriptive qualitative approach using interview and observation data as the primary source. The data were collected through teacher interviews, classroom observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that integrated learning is understood by the teacher as “pendekatan yg menggabungkan berbagai mata pelajaran ke dalam satu tema sentral.” The teacher’s strategies include mapping basic competencies or indicators, selecting relevant themes, preparing lesson plans or teaching modules, applying student-centered learning, using play-based learning, employing flexible instructional media, and conducting authentic assessment. The teacher also used visual, audio, concrete, technology-based media, and student worksheets to support students’ understanding. The main challenges included students’ limited attention span, difficulty in connecting several subjects into one theme, limited time, curriculum load, and the complexity of planning. The study concludes that integrated learning in first grade can be implemented effectively when the teacher creates active, interactive, meaningful, and enjoyable learning activities
This research article explores the implementation of activity-based pedagogy to enhance student engagement in teaching literature, with a specific focus on W. Somerset Maugham’s short story Mr. Know-All. Drawing from reflective classroom practice at the University with undergraduate students, the study demonstrates how student-centered activities centered on discussion, questioning, and the Think-Pair-Share (TPS) strategy transform passive reading into active, collaborative meaning-making. Activity-based learning shifts the classroom dynamic from teacher-dominated instruction to one where students actively participate through hands-on tasks, group interactions, and critical reflection, fostering deeper comprehension, critical thinking, communication skills, and emotional investment in literary texts. The methodology employs a qualitative, experience-based descriptive approach grounded in the researcher teaching experience of the story. The article details practical activities: pre-reading discussions on judging appearances, character analysis of Mr. Kelada, focused exploration of the pivotal necklace scene, and thematic discussions on tolerance, sacrifice, and prejudice. It further proposes tiered questioning (literal, analytical, and evaluative) to scaffold comprehension and critical analysis, alongside TPS activities that encourage individual reflection, peer dialogue, and whole-class sharing on issues like prejudgment and moral sacrifice. Teachers can generate various activities to make learners more engaged and creative in teaching and learning environment. Teachers can create activities that generate interest among the participants and become more engaged learners. The integration of such methods not only enhances language skills and literary appreciation but also cultivates empathy, analytical abilities, and social interaction among students.
Rajendra Prasad Joshi· English Language Teaching Pe...· 0 citations
This study aims to identify and explore how pedagogical communication strategies enhance the teaching skills of teacher education students through teaching simulations. Pedagogical communication-based simulations were designed to strengthen students’ self-confidence, speaking skills, classroom management, and audience engagement. This study employed a mixed-methods approach using a sequential explanatory design, beginning with quantitative data collection through questionnaires and teaching skills tests, followed by qualitative data from semi-structured interviews and classroom observations. The findings revealed that the implementation of pedagogical communication strategies had a significant positive impact on students’ teaching skills, particularly self-confidence, which increased from a mean score of 3.4 to 4.3, along with improvements in speaking skills. Nevertheless, challenges related to audience engagement and time management remained. The novelty of this study lies in integrating pedagogical communication into teaching simulations, transforming conventional microteaching from a performance-oriented exercise into a communication-centered learning process that explicitly develops verbal, non-verbal, relational, and reflective teaching competencies. This integration provides a more comprehensive framework for preparing future teachers and offers practical implications for teacher education curricula by embedding effective communication as a core component of teaching competence.
Umi Kulsum, Yeti Mulyati, A. Sastromiharjo· IJORER : International Journ...· 0 citations
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