Subject Specific Pedagogy Research Articles

Subject-specific pedagogy development training for Chemistry teachers in collaboration with ASEAN STEAM GROUP

Many secondary school teachers are interested in implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning but still need assistance to plan their lessons through the development of SSP (Subject-Specific Pedagogy). STEAM is a learning approach aimed at helping students apply the primary content, practice it in everyday life, and have the skills required in the 21st century. Hence, the Chemistry Education Study Program Society Service Team of UNS, in collaboration with ASEAN STEAM researchers, aimed to improve the abilities of secondary school teachers in developing SSP for STEAM-based learning through this training. This training method was carried out hybrid. The activity began with a STEAM presentation and a workshop the next day. A pretest and post-test were given before and after training. A supervision of making SSP was carried out the following day for two weeks. The participants who worked on five SSP pretest and post-test questions showed a significant result increase in the average score of 0.6—based on a questionnaire filled out by 27 participants, 48.1% and 44.4%, respectively, stated that they had gained complete and very completely new knowledge and skills regarding the implementation of STEAM. As an evaluation, participants also provided suggestions for increasing training and mentoring time when training participants apply the training results at school.

Language teacher expertise research: A theoretical case and research agenda

Abstract Expertise exists among all communities of educational practitioners at all levels and in all national contexts. By identifying expert practitioners, learning from them and valuing their professional competence, researchers can support, promote and build upon sustainable, embodied, holistic models of quality in ways that have direct relevance for the classroom, the curriculum and wider educational goals. Yet, despite its potential as a field of research, there have been relatively few studies involving expert language teachers to date. After a brief historical background, this article makes the case for language teacher expertise research, noting its high ecological validity, its great practical utility, its ability to bridge the research–practice divide and its potentially positive impact on teaching communities. Key methodological considerations are also discussed, including defining expertise, identifying expert teachers and looking beyond the limits of subject-specific pedagogy to understand the whole practitioner in their sociocultural context. The article then proposes a framework for future teacher expertise research that spans diverse methodologies. Six example research tasks from within this framework are proposed, each justified and exemplified, incorporating suggestions for research design that are intended to encourage both experienced and novice researchers to engage with teacher expertise as a promising domain for future investigation.

A systematic review of the Metaverse in formal education

PurposeIn light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes.Design/methodology/approachThe research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends.FindingsThe analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies.Research limitations/implicationsThe limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts.Originality/valueThe study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development.

Pengembangan Subject Spesific Pedagogy sebagai Upaya Penguatan Profil Pelajar Pancasila pada Mata Pelajaran Matematika Fase C Sekolah Dasar

This research aims to develop subject specific pedagogy as an effort to strengthen the profile of Pancasila Students in Elementary School Phase C mathematics subjects and to determine the feasibility of subject specific pedagogy as an effort to strengthen the profile of Pancasila Students in Elementary School Phase C mathematics subjects. This research is a type of development research which is research using qualitative and quantitative approaches. The development model used in this research is the ADDIE (Analyze, Design, Development, Implementation, Evaluation) development model. The research was carried out at SDN 55/I Sridadi, Muara Bulian District, Batang Hari Regency with the target subjects being teachers and students. This data can be obtained through the results of validation questionnaires which are assessed by validators, namely experts, media, material experts and language experts. The results of the research show that the development of subject specific pedagogy as an effort to strengthen the profile of Pancasila students in Phase C elementary school mathematics subjects as a whole is suitable for use in the learning process in elementary schools.

Feasibility Analysis of Subject Specific Pedagogy Physics Learning Module Based on Project Based Learning Integrated with Merdeka Curriculum on Alternative Energy Material

This study aims to analyse the feasibility of Subject Specific Pedagogy Physics tools based on Project Based Learning (PjBL) integrated with Merdeka Curriculum on alternative energy material for grade X high school students. This research uses the Research and Development (RnD) method with the 5D model (Define, Design, Develop, Disseminate, and Evaluate) which is limited to the devalope stage. The Define stage includes needs analysis and identification of competencies that must be achieved by students. The Design stage includes designing learning module in the form of modules and student worksheets. The Develop stage includes the development and validation of learning modules by experts in the aspects of material, learning, language and limited testing. The results showed that the PjBL-based Physics Subject Specific Pedagogy device integrated with the Merdeka Curriculum on alternative energy material for grade X high school students had high feasibility based on expert review in terms of material, learning, and language aspects. In addition, students also gave positive responses to the developed learning module. Therefore, the learning module is suitable for use in the Physics learning process in high school.

Development of science subject-specific pedagogy to support disaster risk reduction in education: its feasibility and influence

This research is aimed to (1) produce science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster consisting of syllabus, lesson plan, student worksheet, and handouts according to experts and learning practitioners, and (2) know the effectiveness of the influence of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster to improve mastery concept and disaster preparedness in mitigation. This was a research and development (RD). The research and development used a 4-D model which consists of four stages define, design, develop, and disseminate. The data were collected through (1) Tests, using mastery concept questions and disaster preparedness questions, and (2) Non-tests, using product feasibility assessment instruments filled by experts and learning practitioners and disaster preparedness questionnaires. Data analysis was performed by: (1) Analysis of the feasibility and validity of the Science Subject Specific Pedagogy through the validation of experts and learning practitioners categorized according to the classification of product evaluation categories, and (2) Analysis of research results using descriptive statistical analysis of gain score calculation and inferential statistical analysis of ANOVA multivariate test (MANOVA) using the SPSS 22.0 program. The results of this research and development show that: (1) the Feasibility of science subject-specific pedagogy based on discovery learning integrated volcanic eruption disaster that has been developed, according to expert and learning practitioner assessments are in the category of very good, and (2) The influence of science subject-specific pedagogy based on discovery learning integrated with volcanic eruption disasters is effective to improve mastery concept and students' preparedness in disaster mitigation.

Development of science subject-specific pedagogy to support disaster risk reduction in education: Its feasibility and influence

This development research aims to provide new innovations to learning media in Biology learning. The model used in developing this media adopts the Borg Gall development theory which is cut into 9 steps with a population of students in class XI MIPA. The instruments used are expert validation questionnaires, student response questionnaires, and critical thinking essay questions. The results of research in developing android-based virtual practicum media can improve critical thinking skills, become a simulation forum before carrying out activities in the laboratory (pre-lab), and become a solution to the shortage of laboratory facilities. The results of the validation of media experts get an average percentage of 91.66% with very decent criteria, material experts an average of 81.25% with very decent criteria, linguists produce 91.40% with very feasible criteria, and responses the percentage of students is 70.58% with proper criteria. The effectiveness of the media can be seen from the results of the hypothesis which gets Tcount 3.71 T table 2.00, and also the N-Gain value of the experimental class which is greater than the control class, namely the experimental class gets a value of 0.63 while the control class is 0.25.

“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education

Using sociocultural discourse analysis, we examined when and how a Lesson Study team in initial teacher education integrated theoretical input with practical knowledge when reasoning about subject-specific learning by and teaching of their pupils. We found 10 reasoning sequences in which theoretical input helped student teachers externalize their practical knowledge and reflect on the relation between practical knowledge and theoretical input. Three times this process resulted in new understanding of subject-specific pedagogy. Our findings support the assumption that Lesson Study is an appropriate learning task to help student teachers relate theory to practice and develop their subject-specific pedagogical insights.

Sociocultural-based Subject-Specific-Pedagogy as an Effort to Strengthen the Pancasila Student Profile

The development of sociocultural-based subject-specific pedagogy is an important approach in increasing understanding and appreciation of Pancasila values at the elementary school level. This approach integrates social, cultural and contextual aspects in learning subjects related to Pancasila. Sociocultural pedagogy equips students with the knowledge and skills to apply these values in various aspects of their lives, which can lead to positive societal change. Sociocultural pedagogy encourages the development of real-world skills such as communication, problem-solving, and teamwork, which are essential for applying Pancasila values in practical situations. This research aims to produce a sociocultural-based Subject Specific Pedagogy product as an effort to strengthen the profile of Pancasila students in elementary schools. This research is research and development with the development method used, namely the 4D model. The subjects of this research were validators, teachers and fourth grade elementary school students. The types of research data are qualitative and quantitative data. The data collection instruments are validation questionnaires and practicality questionnaires. The research results show that the product developed has a product validity of 3.99 in the Valid category, and a practicality level of 4.32 in the very practical category. It can be concluded that the sociocultural-based Subject Specific Pedagogy product as an effort to strengthen the Pancasila student profile of elementary school students is suitable for use in the learning process.

Teachers’ Perspectives on Using Augmented-Reality-Enhanced Analytics as a Measure of Student Disengagement

There are various ways that teachers manage student disengagement levels during their class lessons, and managing disengagement can be both stressful and challenging, especially since each student is unique. Methods and techniques utilised are specific to teachers’ own experience level, subject knowledge, and teaching styles. We report on the techniques and methods teachers utilise to identify, mitigate, and measure student disengagement during class lessons; the paper presents the results of a mixed-methods, multisession study design comprising gathered qualitative and quantitative data to enable a greater understanding. Eight educators who were full-time educators with varying years of experience from three different schools, who taught or had taught English, maths, and science subjects at the primary school level, participated in this study. The study also observed that teachers used three AR applications and collected valuable feedback on their perspectives by using analytics generated by AR applications to help manage student disengagement. A postsession survey tool was used to gather the perceived importance and ranking of the techniques and methods discussed by the teachers during the previous sessions. The results showed that the majority of teachers deemed spending “Time on Tasks” and giving “Feedback/Reflections” most suited for measuring disengagement, and encouraging “Movement” and use of “Technology” emerged as the most favoured for mitigating disengagement. For utilising AR enhanced analytics in mitigating and measuring student disengagement, the data suggested a difference in perspectives based on teachers’ teaching levels, especially concerning conversations and the use of technology devices. The study did not find conclusive evidence of differences based on teachers’ teaching subjects and there was a notable distinction in building positive relationships among English teachers. This leads to the suggestion that subject-specific pedagogy might influence the perceived effectiveness of using AR-generated analytics in mitigating and measuring student disengagement.

Development of local wisdom-based Subject-Specific Pedagogy (SSP) to improve students' scientific literacy skills

Indonesia is a cultural nation with a richness of indigenous knowledge that must be conserved, one of which is science education in schools. This study intends to develop an integrated science Subject-Specific Pedagogy (SSP) based on the indigenous knowledge of producing Bobung wooden masks from Gunung Kidul, Yogyakarta, Indonesia and to improve students’ scientific literacy. The study employed the ADDIE-based research methodology, which included needs analysis and preliminary research analysis. Planning and creating rough drafts of the product serve as the design phase, and expert validation and revision serve as the development phase. Implementation in a small number of classes, evaluation through SSP use, and dissemination for grade VIII students. The study's findings were used to create a SSP with components such as a syllabus, lesson plans, student teaching books and modules, student worksheets, and assessment sheets rated as very good based on experts' validation. The produced SSP can raise the scientific literacy of junior high school students in grade VIII with an N-gain of 0.69.

Teachers and Students Needs Analysis for the Development of Subject Specific Pedagogy (SSP) Blended Learning Based on Multiple Representations

This article discusses the needs analysis of the teachers and students towards the development of a multiple-representation-based blended learning Subject Specific Pedagogy (SSP) used in chemistry learning. The subjects of this study consisted of 15 chemistry teachers in Central Java and 34 high school students in class XII IPA. Primary data were obtained by providing teacher questionnaires consisting of the characteristics of reaction rates material, the use of learning media that are usually used, and students' critical thinking skills and learning using SSP blended learning based on multiple representations. While the student questionnaire consists of students' interests and learning methods in understanding chemical material, students' opinions regarding the reaction level material, and students' general critical thinking skills. The results of this need analysis show that teachers and students need integrated learning tools to support learning activities. The conclusion of this study is to develop a multiple-representation-based blended learning Subject Specific Pedagogy (SSP) to improve critical thinking skills and student learning outcomes

Science Subject Specific Pedagogy to Support Disaster Risk Reduction in Education: Its Feasibility and Influence

As a country with a high level of vulnerability to volcanic disasters, Indonesia must have good preparedness in dealing with these disasters. One of the efforts to improve preparedness is through learning in schools so that the community has been introduced to disaster mitigation from an early age. This study aims to (1) produce a science subject-specific pedagogy that is integrated with volcanic eruption disasters and (2) find out the effectiveness of the use of integrated science subject-specific pedagogy of volcanic eruption disasters to students’ disaster concept mastery and preparedness in disaster mitigation. This research is R&D research with a 4-D model consisting of define, design, develop, and disseminate. The subject of this study was 7th-grade students whose school is located in a disaster-prone area for the eruption of Mount Merapi, Yogyakarta. Data were obtained from tests and non-tests, including concept mastery tests, preparedness tests, questionnaires, and performance observations. The data were analyzed descriptively using MANOVA's gain score and inferential statistics using the SPSS 22.0 program. The results of this study show that (1) the science subject-specific pedagogy product developed is included in the very good category based on validation results from expert and learning practitioners, and (2) science subject-specific pedagogy is effective for improving students’ disaster concept mastery and student preparedness in facing disasters. Overall, this science subject-specific pedagogy product is feasible for science learning and has been proven to improve students' preparedness and mastery of concepts regarding volcanic eruption disasters.

Connecting student to the ecology: content knowledge for conservation education in Indonesia

One of the keys to meaningful environmental and conservation education depends on the design of appropriate content knowledge, enhancing the ecological literacy of the student. Here, we scrutinize essential content knowledge and develop subject-specific pedagogy for teaching ecology regarding high school conservation education. We stood on the qualitative research by employing the R & D methods according to the ADDIE design. We employed inductive techniques to gain essential ecological concepts and principles from related references. We identified fourteen ecological concepts and principles, namely population and community properties, biological interaction, keystone species, species with a large impact, energy flows, biogeochemical cycle, conservation ecology, diversity index measurement, factors affecting distribution and abundance, the linkage between genetic diversity and population persistency, fragmentation and population size, diversity and community stability, carrying capacity, and ecological succession as important content in ecology that is essential for conservation education. We developed the subject-specific pedagogy for teaching ecology and gained an effective result during its implementation on both the cognitive aspects and the behavioral intention. Our results clearly imply the importance of knowledge of essential concepts and principles in ecology in engendering sympathy towards nature and conservation.

Thematic Subject Specific Pedagogy to Integrate 21st Century Learning Skills

The development of technological advances in the era of Industrial Revolution 4.0 has provided new challenges for education. Teachers have expected to package the subject matter into a comprehensive and educational set of learning. Nevertheless, most teachers cannot design thorough academic knowledge, especially in integrating HOTS, ICT, character, and competence of the 21st century. This research aims to produce learning tools in integrative thematic based on 21st-century skills. The research method used is research and development. Data collection techniques included expert validation sheets, teacher assessments, and student responses. Subject-specific pedagogy (SSP) consists of three products: syllabus, lesson plan, and student worksheet. They are eligible based on expert validation tests. The syllabus score is 4.8, the lesson plan is 4.8, and the student worksheet is 4.7. The assessment results are in the good category Students' response to the worksheet from the aspect of content feasibility, presentation aspect, linguistic aspect, and visual aspect entered is in the excellent category. Thus, SSP in 21st-century skills is suitable for elementary school students.

Measuring the Effect of Subject-Specific Pedagogy on TPACK through Flipped Learning in E-Learning Classroom

Measuring the Effect of Subject-Specific Pedagogy on TPACK through Flipped Learning in E-Learning Classroom

Erkenntnisse von DaF-Lehrpersonen zur Didaktik des freien Lesens

This paper deals with a research area of the ERASMUS+ project Developing Teaching competencies for Extensive Reading Programs (LEELU, 2016-2019), an international teacher training intervention on the topic of extensive or free voluntary reading. Subject-specific pedagogy experiences and insights of teachers who established this programme in German as a foreign language in grade 10 are highlighted. In Italy, the Netherlands and Hungary, teachers brought principles of free voluntary reading into practice and developed them further cooperatively. An open-ended teacher survey reveals the success of the programme. Interview transcripts deepen the results of the findings.

Curriculum contexts, recontextualisation and attention for higher-order thinking

Tasks are crucial for gaining access to powerful knowledge in geography and for fostering higher-order thinking in lessons; therefore, they are key to subject-specific pedagogy. After analysing tasks in geography textbooks for upper secondary education, it was revealed that higher-order thinking barely occurs in textbooks in the Netherlands and is more frequent in North Rhine-Westphalia, Germany. Subsequently, both curriculum contexts were systematically compared to determine factors that influence the use of tasks. The results show that evaluative rules play a crucial role. The assessment in North Rhine-Westphalia focuses on higher-order thinking and how this becomes visible in students’ work. Dutch assessment concentrates on students handling an outlined body of knowledge in defined settings. This raises questions of epistemic access, as students are less prepared for the skills expected at university level. Finally, we observed the importance of alignment between official institutions, the discipline of subject-specific pedagogy and support for teachers when it comes to fostering higher-order thinking in geography education.

Integrating Cangkringan’s Local Potential in Chemistry Education Concept: Is It Really Integrated?

Indonesia is a country with very rich in local regional potential. The local potential can be utilized as one of the natural science learning sources in junior high school. One of the local potentials that can be integrated with science lessons is food. This research aimed to conduct the study, analysis, and develop science subject specific pedagogy of natural science learning integrated local food in Cangkringan Sub-District to introduce chemical materials in junior high school, namely additives in food and its impact on health. This research was research and development (R&D) with 4-D model, consist of define, design, develop, and disseminate. Product eligibility is assessed by the validator using the product feasibility assessment sheet. Product feasibility assessment scores are then classified in product rating category classification. This research results is produce science subject specific pedagogy that consist of syllabuses, lesson plans, handouts, and student worksheets. The developed syllabus gets a feasibility score of 4.00, lesson plan gets a score of 3.80, the handout gets a score of 3.60, while the student worksheet gets a score of 3.80. Based on these results, overall, the science subject specific pedagogy developed gained a very good category.

Subject-specific pedagogy: Development of biology teaching materials based on van hiele thinking theory

The learning tools used by teachers at the junior high school level are inadequate. This research aims to develop teaching tools based on Van Hiele thinking theory. This research method was research and development. Data collection was carried out using expert design validation sheets covering material, media, language, student response questionnaires, and teacher assessment sheets. The research results indicate that the percentage of science teacher (biology) assessments on the product were 76.5% and with proper criteria, after revision, the results show a higher percentage was 83% with very feasible criteria. The preliminary results or limited field trials of students have a percentage was 83% with very feasible criteria. Meanwhile, large group product trials have a percentage was 84%. This shows that the results of large group trials are higher when compared to limited trials (84%> 83%). So, concluded of this research that the Subject Specific Pedagogy based on Van Hiele thinking theory is very feasible to use.Keywords: Subject specific pedagogy, van hiele theory, teaching tools