The Dynamics of Pedagogical Transformation of Teachers and Student Learning Experience in the P5 Project: A Thematic Analysis in the Era of Independent Learning
Jun 2026· Research Journal on Teacher Professional Development· 0 citations· 46 references
Abstract
This research aims to explore in depth the pedagogical transformation of teachers and subjective experiences of students in the implementation of the Pancasila Student Profile Strengthening Project (P5) at Senior High School (SMA) Muhammadiyah Kota Kendari. Using qualitative approaches and thematic analysis, the research reveals how curriculum flexibility triggers a shift in the role of teachers from conventional teachers to more creative facilitators in designing contextual learning. The findings identified that P5 projects effectively create a "safe to fail" learning environment , which significantly improves agency, active collaboration, as well as student learning independence. Despite facing serious structural obstacles in the form of low input dimensions of digital means and the instability of technological infrastructure in non-metropolitan areas, the school demonstrated outstanding organizational resilience through adaptive pedagogical improvisation strategies. The integration of Islamic values, such as the ethos of Man Jadda wa Jada, has proven to be a crucial compensatory factor that strengthens the intrinsic motivation and disciplined character of students in the midst of limited physical facilities. The autonomy of teachers in designing projects that are relevant to local wisdom is the main key to the success of this educational transformation. The research concludes that synchronization between independent curriculum policies and equitable infrastructure support is very urgent to ensure the fairness of the quality of national education
The development of Higher-Order Thinking Skills (HOTS) is an important agenda for 21st-century education, but pedagogical mechanisms explaining how HOTS develops in junior high school classroom practices, particularly in mathematics learning, are still limited. This qualitative study explores the role of transformative learning in mediating students' HOTS development through critical reflection, epistemic dialogue in the classroom, and the meaning of learning experiences. The study used an interpretative-constructivist paradigm with an instrumental qualitative case study design. Data were collected through learning observations of 77 students (grades VII = 27; VIII = 25; IX = 25), in-depth interviews with three teachers (G1-G3), semi-structured interviews with 15 students, and analysis of learning documents. Thematic-reflective analysis resulted in four themes: (1) the gradual and contextual development of HOTS across levels, (2) critical reflection as the main trigger for analysis and evaluation, (3) epistemic dialogue as a space for testing and assessing arguments, and (4) the transformation of learning orientation from a focus on answers to the quality of thinking processes and justification. The findings suggest that HOTS develops through a spiral trajectory influenced by the intensity of reflective scaffolding, norms of classroom dialogue, and a classroom culture that is safe for experimenting and revising reasoning. This study contributes by mapping the mechanisms of how and why transformative learning facilitates HOTS in a junior high school context while also offering practical implications for the design of sustainable reflective and dialogic learning.
Collaborative learning tools are found to have high pedagogical innovativeness and engagements of students (Jonassen, 1999). However, little is known about the perception of such tools among the teachers, particularly in the case of the private higher education institutions (HEIs) in Pakistan. The qualitative study is a research on the perceptions of teacher educators toward their use of collaborative learning technologies (e.g. online discussion forums, group projects, digital platforms) in a private Pakistani HEI (Akram et al., 2021). The study follows the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) in exploring how teachers perceive the integration of such tools and the resulting implications on teaching and the interaction with the students. The interviews with semi-structured questions were performed with 25 teacher educators, and the results provide the information that demonstrates the rather positive attitude towards these tools. Faculty indicated that the technologies make student participation, critical thought, and communication as well as digital literacy easier. However, barriers including the lack of technological infrastructure, change behavior, and professional development are limiting its adoption (Asad et al., 2020). The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries. The results produce practical suggestions to instructors and policymakers interested in supporting successful integration in similar environments, thus adding to the current discussion on the use of technology in pedagogy and shaping possible uses of AI and XR.
Kashif Ali Sabiri, Dr. Adnan Mohammad Bataineh, M. A. Za'abi et al.· Journal of Learning and Deve...· 0 citations
This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.
Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al.· Ibero-American Journal of Ed...· 0 citations
Social studies learning in the Independent Curriculum requires a contextual, participatory, and oriented learning experience that strengthens the Pancasila Student Profile. However, learning practices in elementary schools still tend to be dominated by conventional approaches, so that students' active involvement in understanding science concepts and developing character is not optimal. This study aims to describe the implementation of project-based science media through Volta Drive Connect, analyze student responses, and strengthen the three-dimensional Pancasila Student Profile in science learning. This study used a descriptive qualitative approach with 18 grade IV students of Kakuka National Elementary School. Data was collected through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that implementing Volta Drive Connect encouraged active student involvement throughout the learning process. Indicators of mutual cooperation are evident in the sharing of roles during collaborative assembly, discussion, retrying, and problem-solving activities. The indicators of mutual cooperation were evident in group cooperation (88.9%), role sharing (77.8%), and mutual help (83.3%). Critical reasoning indicators were seen through the ability to ask questions 66.7%, analyze problems 72.2%, and draw conclusions 61.1%. Meanwhile, creative indicators emerged in the ability to generate ideas (72.2%), try alternative solutions (83.3%), and modify the results of work (55.6%). The novelty of this research lies in the use of simple science media that connect the concept of energy to daily life and also show the strengthening of students' character that develops during the learning process. Thus, project-based simple science media can be an alternative to IPAS learning that is contextual and meaningful, and that supports the strengthening of the Pancasila Student Profile.
This paper examines the relationship between teachers’ age and their digital-pedagogical readiness in the context of evolving educational practices. As schools increasingly adopt digital tools and interactive methodologies, the ability of teachers to adapt becomes essential for successful educational reform. The study aims to determine whether age constitutes a barrier or serves as a supportive factor in developing relevant competences. A quantitative correlational research design was applied, involving 145 teachers across different educational levels in Bulgaria. Four key criteria were assessed: satisfaction with interpersonal communication, implementation of innovative strategies, collaboration with external specialists, and acquisition of new professional competences. The analysis revealed no significant correlation between age and digital-pedagogical readiness, suggesting that professional experience may balance or even enhance adaptability. Older teachers demonstrated resilience, confidence, and strategic thinking, while innovation and openness to change were evident across all age groups. The findings challenge common assumptions about generational gaps in technology integration and support a more nuanced understanding of teachers’ readiness. The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset. It recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
This study aims to analyze the implementation of transformational leadership by school principals in improving elementary school teachers’ performance in the digital era through a case study at SDN 2 Watopute. This study was motivated by the demands of educational digitalization, which require teachers to possess adequate pedagogical and technological competencies, while various challenges are still encountered in practice. This study employed a descriptive qualitative approach. The research subjects consisted of the principal, teachers, and educational staff selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation. The findings indicate that transformational leadership was implemented through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal promoted teachers’ digital competencies through training, academic supervision, and the development of a collaborative and innovative work culture. Supporting factors included the principal’s commitment, technological facilities, and organizational support, while inhibiting factors included limited digital literacy and resistance to change. Transformational leadership had a positive impact on teacher performance, particularly in the use of learning technology and innovation in teaching methods.
Keywords: transformational leadership, school principal, teacher performance, digital era, elementary school
Abubakar, Ezin Adistya· Digital Pedagogy in Primary...· 0 citations