Designing Cooperative Frameworks for Higher Education: The Structural Evaluation of the TIM-IGIS Prototype in Enhancing Preservice Teachers' Conceptual Learning Outcomes
Jul 2026· Jurnal Teknologi Pendidikan· Vol 3, pp. 1-17· 0 citations· 33 references
TL;DR
The structural design, expert validation, and empirical evaluation of the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS) cooperative learning model prototype indicate that it offers a robust, structurally balanced framework for promoting deep conceptual understanding and active collaboration in teacher training programs.
Abstract
This study addresses the persistent pedagogical challenge in higher education where traditional, lecturer-centered instruction restricts student engagement and reduces conceptual learning outcomes. To mitigate this issue, this article presents the structural design, expert validation, and empirical evaluation of the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS) cooperative learning model prototype. Developed using the systematic framework of the ADDIE model, the TIM-IGIS prototype integrates five distinct phases: Initiative, Heterogeneous Groups, Gamified Engagement, Interpretation, and Summarization. The model was implemented using a single-group pretest posttest design with an intact educational cohort of 33 preservice teacher education students enrolled in the Elementary School Civics Learning Development course at Universitas Kristen Indonesia Toraja. Expert judgment via Aiken’s V established a high level of content and construct validity (V = 0.938), confirming the prototype’s alignment with cooperative principles. Field implementation demonstrated exceptional practicality, achieving a syntax implementation rate of 97.50% and highly active student engagement (M = 3.70). Empirically, the prototype significantly enhanced conceptual mastery, with the mean score rising from 63.03 to 81.76 (t(32) = 10.750, p < 0.001), yielding a substantial Cohen’s dz effect size of 1.871 and a moderate normalized gain (g = 0.502). These findings indicate that the TIM-IGIS prototype offers a robust, structurally balanced framework for promoting deep conceptual understanding and active collaboration in teacher training programs.
Community engagement plays an important role in promoting educational innovation and enhancing higher-order learning in higher education. This community engagement program aimed to introduce and implement the Structure of the Observed Learning Outcome (SOLO) Taxonomy to support students' higher-order thinking skills at Yala Rajabhat University, Thailand. The program was delivered through an international academic collaboration involving interactive lectures, collaborative discussions, case-based learning, and practical activities focused on designing learning tasks using the SOLO Taxonomy. Program effectiveness was evaluated using pre- and post-program assessments, participant observations, reflective feedback, and satisfaction questionnaires. The results indicated improved understanding of the SOLO Taxonomy and greater ability among participants to design and analyze learning activities that promote relational and extended abstract thinking. Participants also reported increased confidence in applying reflective and critical thinking strategies within academic contexts. Overall satisfaction with the program was very high, highlighting the relevance of the training materials, interactive learning approach, and opportunities for international academic exchange. These findings demonstrate that community engagement based on the SOLO Taxonomy provides an effective strategy for fostering higher-order learning, strengthening pedagogical competence, and supporting educational innovation in higher education through international collaboration.
W. N. Yanuarto, Gunawan, Ira Hapsari et al.· International Journal Of Com...· 0 citations
This study developed and evaluated Learning Management System (LMS)-integrated e-worksheets to enhance fifth-grade students' self-efficacy and conceptual understanding in science education. Using a Research and Development approach with the ADDIE model, the instructional material underwent expert validation, practicality assessment, and effectiveness testing. Validation results demonstrated high content and media validity (90.75%), while practicality scores from teachers and students reached 91%. Implementation significantly improved students' self-efficacy (95.5%) and conceptual understanding, with paired t-tests revealing statistically significant pre-post gains (p < 0.001). The findings indicate that purposefully designed LMS-integrated e-worksheets can effectively support blended learning environments, fostering both cognitive mastery and psychological empowerment in young learners. This research provides evidence-based guidance for integrating accessible digital platforms into elementary science instruction to create more student-centered and effective learning experiences.
Background – Pancasila Education in elementary schools is often implemented through teacher-centered approaches, which may limit students’ active participation and opportunities to relate Pancasila values to everyday experiences. Therefore, learning innovations that provide meaningful, collaborative, and reflective learning experiences are needed to support character development and 21st-century competencies. Objective: This study aimed to describe the implementation of Project-Based Learning with Collaborative Reflection (PJBL-CR) as a learning innovation in Pancasila Education for fifth-grade elementary school students. Method – This study employed a qualitative descriptive approach involving 14 fifth-grade students and one Pancasila Education teacher at SDN Kraton 6, Magetan, Indonesia. Data were collected through classroom observations, semi-structured interviews, student reflection journals, and documentation. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. Results – The findings indicate observed changes in students’ learning activities during the implementation of the PJBL-CR model. Descriptive classroom observations showed increases across five indicators: active participation in discussions increased from 42% to 86%, ability to express opinions from 35% to 79%, group collaboration from 50% to 88%, participation in project activities from 47% to 90%, and contextual understanding of Pancasila values from 53% to 84%. These percentages were used as descriptive support for the qualitative findings and were not intended as inferential statistical evidence. Student reflection journals and interview data further suggest that collaborative reflection helped students examine responsibility, tolerance, mutual cooperation, and democratic decision-making during project activities. Conclusion – The PJBL-CR model may serve as an alternative learning strategy for strengthening character education and 21st-century competencies in elementary school contexts. The novelty of the model lies in the systematic integration of collaborative reflection throughout project-based learning phases, enabling students to connect project experiences with the practical implementation of Pancasila values. However, because this study was limited to a single classroom with a small number of participants, further studies involving broader educational contexts are recommended.
Feby Arief Nugroho, Ida Wahyu Wijayati, M. Marsini et al.· Information Technology Educa...· 0 citations
In recent years, there has been a paradigm shift from the traditional subject-cantered fragmented approach to Integrated Curriculum (IC) approach in school education worldwide. Framed in Beane’s model of curriculum integration, this study aims to find the relevance, benefits, challenges and opportunities of implementing IC through the lived-experiences of primary grade teachers in Kalikot district. This study is grounded on a qualitative case study research method. Utilizing semi-structure questions as the research tool, we collected qualitative data from teachers (grade 1-3), who are directly involved in IC implementation. Following data collection, data analysis was then followed, adopting a six-step-thematic analysis method of Braun and Clark. The findings revealed that despite the overwhelming effectiveness, the teachers were found to be implementing IC without having sound theoretical and philosophical base. More specifically, teachers’ compatible working hours, understanding of IC and school support were identified as the crucial predictors affecting teachers’ use of IC. This study is significant as it highlights the need for well-planned training programs especially focusing on correlating of themes with soft skills, pedagogy of class delivery and assessment practices by concerned authority to strengthen the implementation of IC in school education.
Chandra Prasad Koirala, Deepak Thapa· Far Western Journal of Educa...· 0 citations
This study aims to design and implement a collaborative Flipped Classroom–Project-Based Learning (FC–PjBL) model within an environmental-oriented geography course in higher education. The research adopts a mixed-methods approach to examine both the learning process and measurable outcomes of the model implementation. The qualitative component explores students’ learning experiences, interaction patterns, and engagement in analysing real-world environmental issues, while the quantitative component measures student engagement based on attendance, participation in discussions, and task completion. The study was conducted with 89 undergraduate students enrolled in a Geography Education program. The FC–PjBL model was implemented across seven instructional sessions, integrating asynchronous and synchronous activities within each phase of project-based learning. Students worked collaboratively to develop instructional media addressing environmental topics such as disaster mitigation, land use change, and spatial analysis. The findings indicate that the proposed model effectively supports structured learning processes and sustained student engagement, with engagement levels ranging from 85% to 92% across all stages. The highest engagement occurred during the implementation phase, highlighting the role of collaborative project work in enhancing participation. In addition, students produced diverse and high-quality outputs, including instructional videos, 3D-based media, interactive digital maps, and scholarly articles, demonstrating their ability to apply theoretical knowledge to environmental contexts. This study contributes to the development of an integrated instructional framework that combines flipped classroom and project-based learning, offering both theoretical and practical implications for environmentally oriented higher education. The findings suggest that FC–PjBL provides a structured and replicable approach to fostering engagement, collaboration, and meaningful learning outcomes in geography education.
Mega Prani Ningsih, E. Rs, Wiwik Sri Utami et al.· IOP Conference Series: Earth...· 0 citations
With the growing emphasis on integrated STEM education globally, there remains a need to understand its impact on younger learners within authentic classroom contexts. This mixed-methods study investigates the impact of integrated STEM instruction on elementary students’ academic achievement and attitudes within the context of a design-based science unit. Conducted in a public school in western Türkiye, the study involved 34 fourth-grade students who participated in a fifteen-hour instructional sequence on light and sound technologies. The experimental group engaged in structured, hands-on STEM activities grounded in the engineering design process, while the control group followed the standard curriculum. Quantitative analysis revealed significant improvements in the experimental group’s academic performance and STEM attitudes. Qualitative fieldnotes highlighted students’ contextual application of scientific reasoning, persistence during iterative design revisions, and social-emotional investment in group work. By integrating into the standard curriculum and involving the classroom teacher, the study offers a replicable, scalable model of early STEM integration. These findings contribute to global conversations around elementary STEM pedagogy and inform design-based learning practices that bridge science content with real-world problem-solving.
Arzu Tanış Özçelik, Güler Akkor· Erzincan Üniversitesi Eğitim...· 0 citations
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