Analysis of Pedagogical Content Observation Results in Improving Teaching Quality

Striving to improve the quality of both teaching and learning, the observation of pedagogical content has evolved into an indispensable facet of the educational journey. Within the confines of this article, I shall delve into the outcomes of my observations, which unveil invaluable insights into the teaching methodologies employed within the educational realm. These observations serve as a pivotal cornerstone in my preparation for teaching practices, with the ultimate goal of enhancing the overall learning experience for students.

Class Situation 

During the observation in SEA Teacher Program, I had the opportunity to cooperate with Ma'am Maria Rosel Lauta Nas, who is a physics teacher for the 12th-grade STEM. I conducted observations specifically in the 12th-grade STEM because it aligns with my field of study, which is Physics Education.

The teacher explained the material using the Socratic Teaching Tethod. This method emphasizes questions, discussions, and critical thinking. In teaching with this method, the teacher uses deep questions to encourage students to think critically, stimulate their understanding, and explore their own thoughts.

During the lesson, the teacher asked questions that provoked students' thinking rather than providing direct answers. Students were challenged to respond to these questions using their own thoughts, reflecting on the issues, and considering various perspectives. By implementing this model, many of the students were actively engaged and interactive during the learning process.

Student activeness

In accordance with the curriculum in use, the teaching of physics is now introduced at the 12th-grade level within the STEM program. The STEM program has been designed to prepare students with the knowledge and skills necessary to compete in a world of work increasingly connected to technology and innovation.

The teacher responsible for delivering the measurement-related content employs an exceptionally effective approach. Throughout the learning process, the teacher utilizes the book "Exploring Life Through Science - General Physics 1" as the primary reference. The teacher meticulously explains the concepts of significant figures and uncertainty in physics, providing a profound understanding to the students.

To enhance the teaching process, the teacher cleverly integrates technology Audiovisual media, such as PowerPoint (PPT) presentations, are employed to illustrate the subject matter more clearly. The teacher diligently plans the content to be delivered through PPT and follows up with practical problem-solving examples on the chalkboard, aiding students in grasping the concepts. Furthermore, the teacher harnesses YouTube videos to provide additional visual explanations that support students' comprehension.

The assessment process is also meticulously designed. The teacher administers a diverse range of assessments, including performance tasks, projects, written exams, and other activities. The teacher is also highly attentive to the level of student engagement throughout the learning process, indicating a supportive learning environment. Following the delivery of the material, the teacher administers quizzes to measure the students' final proficiency, aiding in the evaluation of their comprehension of the subject matter.

During my observations, I was highly impressed by the students in the 12th-grade STEM, particularly their proficiency in the English language. They actively participate in question-and-answer sessions and demonstrate critical thinking skills when solving problems. The active presence and engagement of both male and female students foster a productive learning environment, supporting their development in the field of physics.

Photo with Ma`am Nas