A Collaborative Peer-Based Model for Elementary Teacher Pedagogical Knowledge: Evidence from Luwu Regency, Indonesia
Abstract
Pedagogical competence remains a persistent challenge for public elementary school teachers in geographically diverse regions of Indonesia, where access to sustained, high-quality professional development is often limited by distance and resource constraints. This study developed and validated a collaborative peer-based training model to strengthen the pedagogical competence of public elementary school teachers in LuwuRegency, South Sulawesi, where prior competency assessments had consistently placed teachers below adequate performance thresholds. Using a Research and Development approach structured around the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation), the study drew on a purposively selected sample of 32 teachers from public elementary schools spanning both urban and remote sub-districts, each with at least three years of teaching experience and active involvement in teacher working groups. Data were gathered through expert validation, practicality questionnaires, and paired pre- and post-training competency tests. The training model, comprising modules, facilitator guidebooks, and assessment instruments, was judged highly valid in terms of media suitability, language clarity, and content accuracy. Practicality testing confirmed the model as an efficient and readily adoptable alternative to conventional top-down training formats. Effectiveness testing showed a statistically significant improvement in teachers' pedagogical competence scores following the intervention. These findings suggest that structured peer collaboration, when embedded within a systematic instructional design process, offers a viable and scalable pathway for strengthening teaching quality in resource-constrained elementary school settings.
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