Comparative Study on Learning Innovation and Evidence-Based Teaching Strategies: A Collaborative Research between Indonesia and Brazil
DOI:
https://doi.org/10.0001/2aq11v57Keywords:
learning innovation,, evidence-based teaching, comparative study, Indonesia, BrazilAbstract
This study compares the implementation of evidence-based learning innovations in senior high schools in Indonesia and Brazil, using the Merdeka Curriculum and the Basic National Common Curriculum (BNCC). The background of this study stems from the similarities in the two countries' challenges, such as gaps in teacher quality, unequal access to technology, and the need to adapt strategies to local contexts. This study used a qualitative comparative case study design in six high schools (three in Indonesia and three in Brazil) selected through purposive sampling, involving 12 teachers with at least three years of experience. Data were collected through in-depth interviews, classroom observations, and analysis of learning documents. Data were analyzed using a thematic approach and cross-case analysis with triangulation of sources, researchers, and member checking to maintain validity. The results indicate that active learning and formative assessment are core strategies in both countries. Indonesia relies on formal Learning Management Systems such as Google Classroom and Kahoot, while Brazil utilizes WhatsApp, flipped classrooms, and peer teaching. Supporting factors in Indonesia include Subject Teacher Conference training and local government support, while in Brazil it comes from teacher communities and educational NGOs. Barriers in Indonesia include the digital literacy gap, while in Brazil limited devices and internet connectivity. The TPACK analysis shows that technology integration in Indonesia is more structured, while in Brazil it is more adaptive. Based on SAMR, innovation in Indonesia is at the Augmentation to Modification level, while Brazil has reached Modification to Redefinition. These findings emphasize the importance of local adaptation in implementing evidence-based strategies and recommend cross-border training and the exchange of good practices to strengthen educational innovation in developing countries.
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