Designing Innovative Evaluation Instruments for Elementary Teacher Professional Education: A Learning Condition Theory Approach
Abstract
Purpose of the study: This study aims to develop a valid, reliable, and culturally relevant evaluation instrument for assessing the pedagogical competencies of teacher candidates in the Professional Teacher Education Program (PPG) at the elementary school level, based on the Condition of Learning theory.
Methodology: The study employed a quantitative approach with validation by six experts and field testing involving 100 teacher candidates. Data analysis included Cronbach's Alpha for reliability measurement. The instrument design adhered to Condition of Learning principles, integrating cultural relevance and pedagogical evaluation.
Main Findings: Validation scores ranged from 4.3 to 5.0 across aspects, with a reliability score of 0.72 (Cronbach's Alpha). Evaluation results showed mean scores of 85.05 for cognitive, 80.07 for affective, and 81.14 for psychomotor competencies, indicating strong preparedness among teacher candidates.
Novelty/Originality of this study: This study integrates Condition of Learning principles with cultural elements, creating a comprehensive evaluation instrument that reflects Indonesia's educational context. It provides a significant tool for improving pedagogical assessments and aligns evaluation with local values and national education standards. This research has an impact on the creation of more effective and relevant evaluation instruments, so that it can improve the quality of professional education of elementary school teachers through the application of learning conditions theory.
References
A. Abbas, S. Amaliawati, N. Aulia, and T. Agustiningrum, “PPG students’ perception of ppg program in developing their teaching ability,” Glob. Synth. Educ. J., vol. 1, no. 2, pp. 54–63, 2023, doi: 10.61667/9y6ksm24.
B. A. Loeneto, Z. Alwi, E. Ernalida, E. Eryansyah, and S. Oktarina, “Teacher education research and development in Indonesia: Preparing educators for the twenty-first century,” in Handbook of Research on Teacher Education: Innovations and Practices in Asia, Springer, 2022, pp. 173–204. doi: 10.1007/978-981-16-9785-2_10.
B. Basikin, “The contribution of inservice teacher education program (ppg) on teachers’ professionalism,” English Lang. Teach. Educ. J., vol. 6, no. 2, pp. 124–136, 2023, doi: 10.12928/eltej.v6i2.10076.
C. Novella-García and A. Cloquell-Lozano, “The ethical dimension of digital competence in teacher training,” Educ. Inf. Technol., vol. 26, no. 3, pp. 3529–3541, 2021, doi: 10.1007/s10639-021-10436-z.
L. I. González‐pérez and M. S. Ramírez‐montoya, “Components of education 4.0 in 21st century skills frameworks: Systematic review,” Sustain., vol. 14, no. 3, pp. 1–31, 2022, doi: https://doi.org/10.3390/su14031493.
A. Rofi’i, E. Nurhidayat, and H. Firharmawan, “Teachers’ professional competence in integrating technology: A case study at english teacher forum in majalengka,” Ijlecr - Int. J. Lang. Educ. Cult. Rev., vol. 9, no. 1, pp. 64–73, 2023, doi: 10.21009/ijlecr.v9i1.37683.
M. Muhammadiah, A. Hamsiah, A. Muzakki, N. Nuramila, and Z. A. Fauzi, “The role of the professional teacher as the agent of change for students,” AL-ISHLAH J. Pendidik., vol. 14, no. 4, pp. 6887–6896, 2022, doi: 10.35445/alishlah.v14i4.1372.
M. Nurtanto, P. Sudira, H. Sofyan, N. Kholifah, and T. Triyanto, “Professional identity of vocational teachers in the 21st century in Indonesia,” J. Eng. Educ. Transform., vol. 35, no. 3, pp. 30–36, 2022.
T. Rasul et al., “The role of ChatGPT in higher education: Benefits, challenges, and future research directions,” J. Appl. Learn. Teach., vol. 6, no. 1, pp. 41–56, 2023.
M. Liu, Y. Ren, L. M. Nyagoga, F. Stonier, Z. Wu, and L. Yu, “Future of education in the era of generative artificial intelligence: Consensus among Chinese scholars on applications of ChatGPT in schools,” Futur. Educ. Res., vol. 1, no. 1, pp. 72–101, 2023, doi: 10.1002/fer3.10.
T. Teo, S. Unwin, R. Scherer, and V. Gardiner, “Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review,” Comput. Educ., vol. 170, no. May, p. 104223, 2021, doi: 10.1016/j.compedu.2021.104223.
R. Rugaiyah, M. E. Putri, K. Khulaifiyah, A. Idayani, and A. Mulyani, “Field experience challenges: exploring the difficulties of ppg english education students at FKIP UIR, PEKANBAR,” English Rev. J. English Educ., vol. 12, no. 3, pp. 1107–1118, 2024.
A. Ruhendi and N. Kosim, “Developing arabic language teachers’ competence and performance through teacher profession education,” J. Pendidik. Islam, vol. 8, no. 1, pp. 37–50, 2022.
B. Hertz et al., “A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission,” Eur. J. Educ., vol. 57, no. 1, pp. 142–159, 2022, doi: 10.1111/ejed.12486.
N. A. M. Noor, N. M. Saim, R. Alias, and S. H. Rosli, “Students’ performance on cognitive, psychomotor and affective domain in the course outcome for embedded course,” Univers. J. Educ. Res., vol. 8, no. 8, pp. 3469–3474, 2020.
S. Arsita and A. Askar, “Educational Evaluation Instruments,” in Proceeding of International Conference on Islamic and Interdisciplinary Studies (ICIIS), 2024, pp. 401–407.
A. Wijaya, R. T. Andriani, M. W. Ismady, W. Septria, D. Suwarni, and R. Ahzim, “The implementation of affective and psychomotor assessment in Islamic religious education learning,” TARBAWY Indones. J. Islam. Educ., vol. 10, no. 2, pp. 195–206, 2023.
E. J. Argüello-Prada and R. D. M. Valencia, “On the use of indexes derived from photoplethysmographic (PPG) signals for postoperative pain assessment: A narrative review,” Biomed. Signal Process. Control, vol. 80, p. 104335, 2023.
T. Nazaretsky, M. Ariely, M. Cukurova, and G. Alexandron, “Teachers’ trust in AI-powered educational technology and a professional development program to improve it,” Br. J. Educ. Technol., vol. 53, no. 4, pp. 914–931, 2022, doi: 10.1111/bjet.13232.
L. A. T. Nguyen and A. Habók, Tools for assessing teacher digital literacy: a review, vol. 11, no. 1. Springer Berlin Heidelberg, 2024. doi: 10.1007/s40692-022-00257-5.
Y. Ramma, A. Bholoa, and M. Watts, “Guided discovery—robert Gagné,” Sci. Educ. Theory Pract. An Introd. Guid. to Learn. Theory, pp. 191–208, 2020.
G. Sim et al., “Interactive online modules for dental education : A practical example of gagne’s nine events of instruction,” Educ. Med. J., vol. 16, no. 3, pp. 173–184, 2024, doi: 10.21315/eimj2024.16.3.13.
J. Y. Low, “The design and development of a teacher training module on the game-based learning approach in teaching physics: A conceptual framework based on design and development research (ddr) approach,” J. Educ. Soc. Sci., vol. 27, no. 1, pp. 73–82, 2024.
D. Yulinda, A. Yundayani, and J. Juhana, “Students’ perspective on the implementation of gagne’s nine instructional events in collaborative project-based english language teaching,” Lect. J. Pendidik., vol. 15, no. 1, pp. 64–82, 2024, doi: 10.31849/lectura.v15i1.17249.
L. McNeill and D. Fitch, “Microlearning through the lens of gagne’s nine events of instruction: A qualitative study,” TechTrends, vol. 67, no. 3, pp. 521–533, 2023, doi: 10.1007/s11528-022-00805-x.
E. W. Anietimfon, S. A.I., and A. Abdullah, “Mediterranean publication and research international,” Int. J. Assess. Eval. EDU, vol. 05, no. 8, pp. 191–206, 2021.
M. S. Ramírez-Montoya, L. Andrade-Vargas, D. Rivera-Rogel, and M. Portuguez-Castro, “Trends for the future of education programs for professional development,” Sustain., vol. 13, no. 13, pp. 1–17, 2021, doi: 10.3390/su13137244.
K. Juuti, J. Lavonen, V. Salonen, K. Salmela-Aro, B. Schneider, and J. Krajcik, “A teacher–researcher partnership for professional learning: Co-Designing project-based learning units to increase student engagement in science classes,” J. Sci. Teacher Educ., vol. 32, no. 6, pp. 625–641, 2021, doi: 10.1080/1046560X.2021.1872207.
L. A. Bragg, C. Walsh, and M. Heyeres, “Successful design and delivery of online professional development for teachers: A systematic review of the literature,” Comput. Educ., vol. 166, no. February, 2021, doi: 10.1016/j.compedu.2021.104158.
J. Boeve-de Pauw, D. Olsson, T. Berglund, and N. Gericke, “Teachers’ ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development,” Environ. Educ. Res., vol. 28, no. 6, pp. 867–885, 2022, doi: 10.1080/13504622.2022.2042206.
S. Hennessy et al., “Technology use for teacher professional development in low- and middle-income countries: A systematic review,” Comput. Educ. Open, vol. 3, no. February, p. 100080, 2022, doi: 10.1016/j.caeo.2022.100080.
T. S. Alrajeh, “Project-based learning to enhance pre-service teachers’ teaching skills in science education,” Univers. J. Educ. Res., vol. 9, no. 2, pp. 271–279, 2021, doi: 10.13189/ujer.2021.090202.
S. Melindawati, E. K. E. Santono, W. Wuryandani, and F. Fatimah, “Towards a pancasila student profile : Implementation of multicultural education in shaping the character of tolerance and gotong royong in learning natural and social sciences in elementary schools,” J. Penelit. Pendidik. IPA, vol. 10, no. 12, pp. 10152–10160, 2024, doi: 10.29303/jppipa.v10i12.9621.
R. Lahay, Z. Ngiu, M. Ahmad, and P. Civics, “Implementation of cognitive and non-cognitive based diagnostic assessments on pancasila and citizenship education subjects,” Edueksos J. Pendidik. Sos. dan Ekon., vol. XIII, no. 02, pp. 456–474, 2024.
S. C. Izah, L. Sylva, and M. Hait, “Cronbach’s Alpha: A cornerstone in ensuring reliability and validity in environmental health assessment,” ES Energy Environ., vol. 23, pp. 1–14, 2024, doi: 10.30919/esee1057.
M. Istyadji and Sauqina, “Conception of scientific literacy in the development of scientific literacy assessment tools: a systematic theoretical review,” J. Turkish Sci. Educ., vol. 20, no. 2, pp. 281–308, 2023, doi: 10.36681/tused.2023.016.
M. T. Kalkbrenner, “A practical guide to instrument development and score validation in the social sciences: The measure approach,” Pract. Assessment, Res. Eval., vol. 26, no. 1, pp. 1–18, 2021.
L. S. Lambert and D. A. Newman, “Construct development and validation in three practical steps: recommendations for reviewers, editors, and authors,” Organ. Res. Methods, vol. 26, no. 4, pp. 574–607, 2023, doi: 10.1177/10944281221115374.
H. Abuhassna, M. A. B. M. Adnan, and F. Awae, “Exploring the synergy between instructional design models and learning theories: A systematic literature review,” Contemp. Educ. Technol., vol. 16, no. 2, 2024, doi: 10.30935/cedtech/14289.
M. H. A. Al-Jarshawi and A. Al-Imam, “A thousand words about modern medical education: A Mini-Review concerning the theory of education,” J. Med. Sci., vol. 91, no. 2, p. e636, 2022, doi: 10.20883/medical.e636.
H. A. El-Sabagh, “Adaptive e-learning environment based on learning styles and its impact on development students’ engagement,” Int. J. Educ. Technol. High. Educ., vol. 18, no. 1, pp. 1–24, 2021, doi: 10.1186/s41239-021-00289-4.
S. Mulyani, D. Darmansyah, Z. Zen, and F. Y. J, “Development of video learning media based on robert gagne’ s theory ( nine events of instruction ) in informatics subjects at junior high school,” J. Penelit. Pendidik. IPA, vol. 10, no. 10, pp. 7588–7596, 2024, doi: 10.29303/jppipa.v10i10.8776.
N. Elangovan and E. Sundaravel, “Method of preparing a document for survey instrument validation by experts,” MethodsX, vol. 8, no. July 2020, p. 101326, 2021, doi: 10.1016/j.mex.2021.101326.
I. Setiawati, S. Wardani, and W. Lestari, “Development of Wordwall-based Indonesian geographical condition assessment instrument in Modipaskogo E-Book for Elementary School Students,” Riwayat Educ. J. Hist. Humanit., vol. 7, no. 1, pp. 48–65, 2024, doi: 10.24815/jr.v7i1.36597.
L. H. Sillat, K. Tammets, and M. Laanpere, “Digital competence assessment methods in higher education: A systematic literature review,” Educ. Sci., vol. 11, no. 8, pp. 1–13, 2021, doi: 10.3390/educsci11080402.
M. Pueyo-Garrigues et al., “Nurses’ knowledge, skills and personal attributes for competent health education practice: An instrument development and psychometric validation study,” J. Adv. Nurs., vol. 77, no. 2, pp. 715–728, 2021, doi: 10.1111/jan.14632.
M. Soori, B. Arezoo, and R. Dastres, “Internet of things for smart factories in industry 4.0, a review,” Internet Things Cyber-Physical Syst., vol. 3, no. March, pp. 192–204, 2023, doi: 10.1016/j.iotcps.2023.04.006.
M. Javaid, A. Haleem, and R. Suman, “Digital Twin applications toward Industry 4.0: A Review,” Cogn. Robot., vol. 3, 2022, pp. 71–92, 2023, doi: 10.1016/j.cogr.2023.04.003.
M. A. Alam, “Connectivism learning theory and connectivist approach in teaching and learning: a review of literature,” BHARTIYAM Int. J. Educ. Res. A Q. peer Rev. Int. J. Res. Educ., vol. 12, pp. 2277–1255, 2023.
Copyright (c) 2025 Syahrial Syahrial, Asrial Asrial, Husni Sabil, Rahmi Rahmi, Miftahul Zannah Azzahra, Ahmad Mansur Nawahdani
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
