Aidoo, B. (2024). A reflective study on adopting inquiry-based science teaching methods. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1–18.
Buchanan, M. (2024). Expanding Horizons in Science Education. Teaching for High Potential, 11–20.
Carter, L. (2008). Globalization and science education: The implications of science in the new economy. Journal of Research in Science Teaching, 45(5), 617–633.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world. Routledge.
Doil, M., & Pietzner, V. (2023). Structure of science teacher education in PISA leading countries: A systematic review. Education Sciences, 13(8), 826.
Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education, 49(2), 543–566.
Fullan, M. (2016). The new meaning of educational change. Teachers college press.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. https://doi.org/10.1080/13664530.2013.813766
Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. sage publications.
Gumilar, R. P., Wardani, S., & Lisdiana, L. (2019). The implementation of guided inquiry learning models on the concept mastery, scientific attitude, and science process skill. Journal of Primary Education, 8(5), 148–154.
Head Foundation. (2020). Policy Brief No. 6: Teacher professionalism and preparation in Indonesia [Policy brief]. https://headfoundation.org/wp-content/uploads/2020/11/THF-Policy-Brief-No-6.pdf
Hung, C.-S., & Wu, H.-K. (2024). High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education, 46(7), 621–642.
Irnidayanti, Y., & Fadhilah, N. (2023). Teaching quality in Indonesia: What needs to be improved? In Effective teaching around the world: Theoretical, empirical, methodological and practical insights (pp. 225–244). Springer International Publishing Cham.
Jalal, F., Samani, M., Chang, M. C., Stevenson, R., Ragatz, A., & Negara, S. (2009). Teacher certification: A strategy for teacher quality improvement. The Ministry of National Education & The World Bank. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/705901468283513711/teacher-certification-in-indonesia-a-strategy-for-teacher-quality-improvement
Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(9), 1316–1340.
Kang, J. (2022). Interrelationship between inquiry-based learning and instructional quality in predicting science literacy. Research in Science Education, 52(1), 339–355.
Kaptan, K., & Timurlenk, O. (2012). Challenges for science education. Procedia-Social and Behavioral Sciences, 51, 763–771.
Kim, A. (2026). Impact of systematic support in teacher education and professional development on training-teaching alignment and instructional quality. Journal for STEM Education Research, 9(1), 33–58.
Kurniadi, T. (2025). Enhancing Teacher Quality in Indonesia: A Systematic Literature Review of the PPG Prajabatan Program Perspectives. Langue (Journal of Language and Education), 3(2), 121–127.
Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618.
Levy, B. L. M., Oliveira, A. W., & Harris, C. B. (2021). The potential of “civic science education”: Theory, research, practice, and uncertainties. Science Education, 105(6), 1053–1075.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge.
Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229.
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. Springer Science & Business Media.
Mahyuna, M., Hasja, Y., Liiman, M., Lismarita, L., & Rahmi, R. (2024). Merdeka Belajar Dengan Pendekatan Inkuiri Terbimbing: Melatih Keterampilan Berpikir Kritis Siswa Dalam Pembelajaran Sains. Journal of Technology and Literacy in Education, 3(3), 182–190.
Matiki, D. S., Chibambo, M. I., & Divala, J. J. (2023). A comparison of teacher’s involvement in curriculum development in developing and developed countries: a case study of Namibia. Frontiers in Education, 8, 1243573.
Maulana, I. (2021). Social Inequality in Teachers Reviewed Based on Differences in Teacher Employment Status in DKI Jakarta. JISAE: Journal of Indonesian Student Assessment and Evaluation, 7(2), 130–138.
Melliofatria, M., Corrina, F., & Zulammar, Z. (2022). The importance of teacher welfare improvement. Jurnal Manajemen Dan Bisnis, 11(2), 313–320.
Morrell, P. D., & Carroll, J. B. (2010). Conducting educational research: A primer for teachers and administrators. Sense Publishers.
Murwaningsih, T. (2024). The Influence of Teacher Professional Attitude, Welfare, Continuous Self Development, and Job Satisfaction on High School Teachers Performance. International Journal of Instruction, 17(1), 229–252.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–16.
Nugraha, I. (2025). Understanding Indonesian science teacher educators’ perceptions of their professional role. The University of Queensland.
Nugraha, I., Morrell, P. D., & Hardy, I. (2024). Indonesian science teacher educators’ perceptions of their professional roles in teaching and research. Cogent Education, 11(1), 2367304. https://doi.org/10.1080/2331186X.2024.2367304
Nuraeni, L., Asmarany, A. I., Ichsan, I., Kusnadi, I. H., & Subekti, S. (2024). Analysis of The Influence of Socioeconomic Situation and Educational Policy on The Improvement of Education Quality in Indonesia. Journal on Education, 6(4), 19337–19342.
OECD. (2018). The future of education and skills: Education 2030. In OECD Education Working Papers. https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf
OECD. (2023). PISA 2022 Results (Volume I & II): Country Notes – Indonesia. OECD Publishing. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Ogegbo, A. A., Ramnarain, U., & Krajcik, J. (2024). Factors predicting teachers’ implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective. Journal of Research in Science Teaching, 61(9), 2069–2103.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.
Paraniti, A. A. I., & Suma, K. (2022). Science teachers competencies and problem in implementing 2013 curriculum at primary and secondary school in Bali. Jurnal Pendidikan Dan Pengajaran, 55(3), 501–511.
Psillos, D. (2003). Science education research in the knowledge-based society. Springer Science & Business Media.
Qodriyani, H. I., Aloysius, S., & Suyanto, S. (2020). Effectiveness of teacher professionalism in the science process skills of students. JPI (Jurnal Pendidikan Indonesia), 9(4), 666–674.
Rahmi, I., & Rassanjani, S. (2025). Enhancing teacher quality in Indonesia: The impact of teacher professional development on achieving sustainable development goal 4. c. Social Sciences & Humanities Open, 12, 102123.
Revina, S. (2022). Improving the quality of teacher education delivery in Indonesia. RISE–SMERU Policy Brief. https://rise.smeru.or.id/en/publication/improving-quality-teacher-education-delivery-indonesia
Risa, H., & Madani, F. (2024). The Strategy of Continuous Professional Development Program for Elementary School Teachers on Pedagogical Competencies. Jurnal Elementaria Edukasia, 7(4), 3230–3243.
Rutkowski, D., Thompson, G., & Rutkowski, L. (2020). Understanding the policy influence of international large-scale assessments in education. Reliability and Validity of International Large-Scale Assessment, 261.
Sabon, S. S. (2022). Permasalahan pengelolaan guru honorer pada jenjang pendidikan Aidoo, B. (2024). A reflective study on adopting inquiry-based science teaching methods. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1–18.
Buchanan, M. (2024). Expanding Horizons in Science Education. Teaching for High Potential, 11–20.
Carter, L. (2008). Globalization and science education: The implications of science in the new economy. Journal of Research in Science Teaching, 45(5), 617–633.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. Routledge.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world. Routledge.
Doil, M., & Pietzner, V. (2023). Structure of science teacher education in PISA leading countries: A systematic review. Education Sciences, 13(8), 826.
Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education, 49(2), 543–566.
Fullan, M. (2016). The new meaning of educational change. Teachers college press.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. https://doi.org/10.1080/13664530.2013.813766
Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. sage publications.
Gumilar, R. P., Wardani, S., & Lisdiana, L. (2019). The implementation of guided inquiry learning models on the concept mastery, scientific attitude, and science process skill. Journal of Primary Education, 8(5), 148–154.
Head Foundation. (2020). Policy Brief No. 6: Teacher professionalism and preparation in Indonesia [Policy brief]. https://headfoundation.org/wp-content/uploads/2020/11/THF-Policy-Brief-No-6.pdf
Hung, C.-S., & Wu, H.-K. (2024). High school science teachers’ assessment literacy for inquiry-based science instruction. International Journal of Science Education, 46(7), 621–642.
Irnidayanti, Y., & Fadhilah, N. (2023). Teaching quality in Indonesia: What needs to be improved? In Effective teaching around the world: Theoretical, empirical, methodological and practical insights (pp. 225–244). Springer International Publishing Cham.
Jalal, F., Samani, M., Chang, M. C., Stevenson, R., Ragatz, A., & Negara, S. (2009). Teacher certification: A strategy for teacher quality improvement. The Ministry of National Education & The World Bank. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/705901468283513711/teacher-certification-in-indonesia-a-strategy-for-teacher-quality-improvement
Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(9), 1316–1340.
Kang, J. (2022). Interrelationship between inquiry-based learning and instructional quality in predicting science literacy. Research in Science Education, 52(1), 339–355.
Kaptan, K., & Timurlenk, O. (2012). Challenges for science education. Procedia-Social and Behavioral Sciences, 51, 763–771.
Kim, A. (2026). Impact of systematic support in teacher education and professional development on training-teaching alignment and instructional quality. Journal for STEM Education Research, 9(1), 33–58.
Kurniadi, T. (2025). Enhancing Teacher Quality in Indonesia: A Systematic Literature Review of the PPG Prajabatan Program Perspectives. Langue (Journal of Language and Education), 3(2), 121–127.
Kusumawardhani, P. N. (2017). Does teacher certification program lead to better quality teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618.
Levy, B. L. M., Oliveira, A. W., & Harris, C. B. (2021). The potential of “civic science education”: Theory, research, practice, and uncertainties. Science Education, 105(6), 1053–1075.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching & learning about teaching. Routledge.
Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229.
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. Springer Science & Business Media.
Mahyuna, M., Hasja, Y., Liiman, M., Lismarita, L., & Rahmi, R. (2024). Merdeka Belajar Dengan Pendekatan Inkuiri Terbimbing: Melatih Keterampilan Berpikir Kritis Siswa Dalam Pembelajaran Sains. Journal of Technology and Literacy in Education, 3(3), 182–190.
Matiki, D. S., Chibambo, M. I., & Divala, J. J. (2023). A comparison of teacher’s involvement in curriculum development in developing and developed countries: a case study of Namibia. Frontiers in Education, 8, 1243573.
Maulana, I. (2021). Social Inequality in Teachers Reviewed Based on Differences in Teacher Employment Status in DKI Jakarta. JISAE: Journal of Indonesian Student Assessment and Evaluation, 7(2), 130–138.
Melliofatria, M., Corrina, F., & Zulammar, Z. (2022). The importance of teacher welfare improvement. Jurnal Manajemen Dan Bisnis, 11(2), 313–320.
Morrell, P. D., & Carroll, J. B. (2010). Conducting educational research: A primer for teachers and administrators. Sense Publishers.
Murwaningsih, T. (2024). The Influence of Teacher Professional Attitude, Welfare, Continuous Self Development, and Job Satisfaction on High School Teachers Performance. International Journal of Instruction, 17(1), 229–252.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–16.
Nugraha, I. (2025). Understanding Indonesian science teacher educators’ perceptions of their professional role. The University of Queensland.
Nugraha, I., Morrell, P. D., & Hardy, I. (2024). Indonesian science teacher educators’ perceptions of their professional roles in teaching and research. Cogent Education, 11(1), 2367304. https://doi.org/10.1080/2331186X.2024.2367304
Nuraeni, L., Asmarany, A. I., Ichsan, I., Kusnadi, I. H., & Subekti, S. (2024). Analysis of The Influence of Socioeconomic Situation and Educational Policy on The Improvement of Education Quality in Indonesia. Journal on Education, 6(4), 19337–19342.
OECD. (2018). The future of education and skills: Education 2030. In OECD Education Working Papers. https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf
OECD. (2023). PISA 2022 Results (Volume I & II): Country Notes – Indonesia. OECD Publishing. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html
Ogegbo, A. A., Ramnarain, U., & Krajcik, J. (2024). Factors predicting teachers’ implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective. Journal of Research in Science Teaching, 61(9), 2069–2103.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.
Paraniti, A. A. I., & Suma, K. (2022). Science teachers competencies and problem in implementing 2013 curriculum at primary and secondary school in Bali. Jurnal Pendidikan Dan Pengajaran, 55(3), 501–511.
Psillos, D. (2003). Science education research in the knowledge-based society. Springer Science & Business Media.
Qodriyani, H. I., Aloysius, S., & Suyanto, S. (2020). Effectiveness of teacher professionalism in the science process skills of students. JPI (Jurnal Pendidikan Indonesia), 9(4), 666–674.
Rahmi, I., & Rassanjani, S. (2025). Enhancing teacher quality in Indonesia: The impact of teacher professional development on achieving sustainable development goal 4. c. Social Sciences & Humanities Open, 12, 102123.
Revina, S. (2022). Improving the quality of teacher education delivery in Indonesia. RISE–SMERU Policy Brief. https://rise.smeru.or.id/en/publication/improving-quality-teacher-education-delivery-indonesia
Risa, H., & Madani, F. (2024). The Strategy of Continuous Professional Development Program for Elementary School Teachers on Pedagogical Competencies. Jurnal Elementaria Edukasia, 7(4), 3230–3243.
Rutkowski, D., Thompson, G., & Rutkowski, L. (2020). Understanding the policy influence of international large-scale assessments in education. Reliability and Validity of International Large-Scale Assessment, 261.
Sabon, S. S. (2022). Permasalahan pengelolaan guru honorer pada jenjang pendidikan dasar. Jurnal Penelitian Kebijakan Pendidikan, 15(2), 119–134.
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