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All Journal LEX CRIMEN Primary: Jurnal Pendidikan Guru Sekolah Dasar REFLEKSI EDUKATIKA Jurnal Ilmiah Tatengkorang Jurnal Ilmiah Sesebanua J-Kesmas: Jurnal Kesehatan Masyarakat (Indonesian Journal of Public Health) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Wahana Pendidikan Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D) Indonesian Community Journal Indonesian Research Journal on Education Indo Green Journal Jurnal Cendekia Ilmiah Indo Green Journal
jeane kalengkongan
Universitas Negeri Manado
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Beyond the surface: a narrative inquiry into the transformation of prospective teachers' pedagogical content knowledge for early numeracy Deane Umboh; Jeane Kalengkongan
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 3 (2026): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i3.641-652

Abstract

This study explores how prospective teachers' Pedagogical Content Knowledge (PCK) for early numeracy is articulated and reconstructed across different stages of teacher education. While prior research has examined PCK development, limited attention has been given to how prospective teachers at varying stages conceptualize and integrate numeracy knowledge within practice. Addressing this gap, the study aims to compare narrative representations of PCK among prospective teachers at early, intermediate, and final stages of their preparation. Adopting a qualitative narrative inquiry approach, data were collected from six participants through in-depth interviews and classroom observations within a single semester. Rather than tracking the same individuals over time, the study contrasts developmental perspectives across stages. Data were analyzed using thematic-narrative analysis to identify patterns in how PCK is understood and enacted.The findings reveal three interconnected trajectories: (1) From Abstraction to Awareness, reflecting a shift from procedural to more conceptual understandings of numeracy; (2) Awakening the Need for Concreteness, indicating increasing recognition of the role of representations and manipulatives; and (3) Pedagogical Integration in Action, illustrating emerging alignment between content knowledge and instructional strategies. These trajectories are synthesized into a meta-narrative that highlights the role of reflection, field experiences, and dialogic engagement in shaping PCK. The study contributes to the literature by offering a stage-based narrative perspective on PCK in early numeracy, providing insights for structuring teacher education programs. However, findings are limited to a small sample within a specific institutional context and should be interpreted accordingly. Implications highlight the importance of integrating reflective practice and field-based experiences to support prospective teachers' pedagogical development.
Documenting Nature, Constructing Meaning: A Qualitative Case Study of Inquiry-Based Science Learning Integrated with Video-Based Environmental Observation to Foster Critical Thinking in Elementary Education Jeane Kalengkongan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19760

Abstract

This study aims to explore how inquiry-based elementary science learning integrated with video-based environmental observation supports the development of students’ critical thinking. A qualitative case study design was employed involving fifth-grade students at a public elementary school located in the Lake Tondano area of North Sulawesi, Indonesia. The learning intervention was structured as a project in which students documented lake ecosystem observations through short videos and presented their findings during classroom discussions. Data were collected from student-produced videos, classroom observations, group interviews with students, teacher interviews, and researchers’ field notes. The data were analyzed using an inductive thematic approach to identify patterns of critical thinking and students’ processes of scientific meaning-making. The findings reveal that inquiry-based video projects enabled students to develop a more concrete and contextual understanding of ecosystems through direct observation, interpretation of local environmental conditions, and construction of causal explanations grounded in visual evidence. Moreover, video documentation and collaborative discussion fostered inquiry-oriented questioning, metacognitive reflection, and awareness of environmental responsibility. These results indicate that integrating inquiry-based learning, local environmental contexts, and simple video production serves as an effective pedagogical approach for fostering elementary students’ critical thinking and contextual scientific literacy.
From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning Brianne Eucleysia Jo Komedien; Deane Umboh; Jeane Kalengkongan
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.22011

Abstract

This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.
Co-Authors Asari Lengkong, Afrilia Caroles, Denisa Carolina Dien, Jini Deane Umboh Deane Umboh Deane Umboh Deane Umboh Geiby Octrine Fonnelia Pananggung Jeffry Sony Junus Lengkong Komedien, Brianne E.J. Lengkong, Gloria Leonita Horman, Meisara Mareike Doherty Patras Montori, Selfia Olivia Patriciye Hamise Roos M. S. Tuerah Sinaga, Lydia Tinungki, Yeanneke Liesbeth Vina Iasha Widdy Rorimpandey Yeanneke Liesbeth Tinungki Yeanneke Liesbeth Tinungki Yeanneke Tinungki Yenny Budiman Makahaghi Yunita Sari Zulela MS