Rethinking Pedagogical Sequences: Exploring the Syntax of Research-Based Learning in Undergraduate Primary Teacher Education
DOI:
https://doi.org/10.56294/saludcyt20252384Keywords:
research-based learning, pedagogical sequences, learning syntax, student and lecturer perceptions, primary teacher educationAbstract
Introduction: Research-based learning (RBL) has increasingly gained attention in higher education as a strategy to strengthen research competence and professional readiness among prospective primary school teachers. Objective: This study aims to explore and reconsider the pedagogical sequences that shape the syntax of RBL in undergraduate primary teacher education. Method: The research employed a qualitative approach with a case study design, involving three institutions: Universitas Pendidikan Indonesia, Universitas Negeri Malang, and Universitas Sultan Ageng Tirtayasa. The subjects consisted of 15 lecturers and 30 students selected through purposive sampling. Data were collected through interviews and documentation, then analyzed using an interactive model encompassing data reduction, data display, and conclusion drawing. Result: The findings reveal variations in seven phases of the Syntax of RBL, namely: (1) formulating general questions, with differences in lecturer guidance and student independence; (2) literature review, emphasizing diverse forms of theory–practice integration; (3) formulating research questions, ranging from instrument design, field experience, to the development of critical proposals; (4) planning methods, with quantitative, qualitative, or mixed orientations; (5) data collection and analysis, highlighting the role of students as active researchers; (6) interpretation of results, with reflective, solution-oriented, or academic-productive orientations; and (7) reporting, producing outputs in the form of scientific articles, applicative reports, mini research, and publications. Conclusion: These findings indicate that rethinking the Syntax of RBL provides a systematic framework to align pedagogical practices with the diverse needs of institutions while simultaneously strengthening the critical, reflective, and collaborative capacities of prospective primary school teachers.
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