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All Journal Bioeducation Journal Pedagogia : Jurnal Ilmiah Pendidikan
Asep Ihsanudin
Sekolah Guru Indonesia
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Bridging Global Expertise and Classroom Pedagogy: International Partnership and Teacher Professional Transformation Utari Akhir Gusti; Asep Ihsanudin; Ade Luthfi Munawar; Haryo Mojopahit; Muhammad Shirli Gumilang
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 18 No. 1 (2026)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v18i1.76

Abstract

This study aimed to assess the impact of the British Council’s partnership through the Nusantara Grow Program on teachers’ professional transformation in schools. The study was motivated by the growing need for sustainable professional development programs that enhance teachers’ pedagogical competencies and readiness to respond to evolving educational demands. An explanatory sequential mixed-methods design was employed, combining quantitative and qualitative data to provide a comprehensive evaluation of the program’s outcomes. Data were collected using the Customer Satisfaction Index (CSI), semi-structured interviews, and classroom observations, focusing on indicators of teacher professionalism. The findings indicate that the Nusantara Grow Program made a significant contribution to improving teachers’ professional competencies, particularly in identifying students’ learning needs, enhancing learning motivation, and strengthening the implementation of formative and summative assessments. Teachers also reported increased confidence, stronger reflective practices, and greater ability to integrate information technology and international learning platforms into classroom instruction. Furthermore, the program expanded teachers’ professional networks by facilitating collaboration with international experts through the British Council’s Massive Open Online Courses (MOOCs), encouraging the adoption of more adaptive, innovative, and globally informed teaching practices. These findings demonstrate that international partnership programs can play an important role in fostering teachers’ professional transformation and supporting continuous professional development in schools.
Environmental Education in Indonesia: Mapping the Needs of Teachers and Students within the Framework of National Education Transformation Utari Akhir Gusti; Asep Ihsanudin; Ade Munawar Luthfi; Haryo Mojopahit; Muhammad Shirli Gumilang
Bioeducation Journal Vol 10 No 1 (2026): Bioeducation Journal
Publisher : Universitas Negeri Padang Address: Biology Education Study Program Faculty Mathematics and Natural Science (FMIPA) Jl. Prof. Dr. Hamka Air Tawar Barat, Padang-West Sumatera-Indonesia Telp. +62751-7057420 - Fax.+62751-7058772 - Ph. +6281363229286

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/bioedu.v10i1.539

Abstract

National education transformation requires contextual, sustainable learning innovations rooted in the socio-cultural realities of students. This study aims to analyze the role of local community involvement and the utilization of local knowledge as learning resources in supporting the three pillars of education, as well as to identify student learning needs and teacher pedagogical competencies in the implementation of the CLEAR-based ADAB Project. This study uses a mixed methods approach with a convergent parallel design. The sample consisted of 123 respondents, comprising 21 teachers and 102 students from various educational levels and regions in Indonesia. Data were collected through closed and open questionnaires, then analyzed descriptively, quantitatively, and qualitatively. The results showed that local community involvement and the integration of local knowledge significantly increased the relevance and meaningfulness of learning. Students need contextual, enjoyable, and relevant learning that is connected to real life. Meanwhile, teachers need to strengthen their pedagogical competencies in designing active, differentiated, and project-based learning. In addition, environmental education project learning integrated with issues of conservation, food security, and climate change has proven to be an effective strategy in building environmental literacy, character, and social awareness. These findings confirm that the synergy between local knowledge, community involvement, and teachers' pedagogical competence is an important foundation for realizing holistic, contextual, and sustainable education in Indonesia.
Co-Authors Ade Luthfi Munawar Ade Munawar Luthfi Haryo Mojopahit Muhammad Shirli Gumilang Utari Akhir Gusti