Developing the Smart Observer Toolkit for School Environment Observation in Primary Teacher Education
DOI:
https://doi.org/10.24256/pijies.v9i3.12878Keywords:
Pre-Service Teachers, School Environment Observation, Smart Observer Toolkit, Child-Friendly School, Primary Teacher EducationAbstract
School environment observation is an important field experience for pre-service primary teachers because it provides opportunities to connect university-based knowledge with authentic educational settings. However, beginning student teachers may experience difficulties in conducting systematic and objective observations, particularly when they have limited exposure to foundational educational courses and rely on observation sheets that emphasize administrative description. This study aimed to develop, refine, and examine the initial implementation of the Smart Observer Toolkit, an interactive digital handbook and structured observation instrument for second-semester students in the Primary School Teacher Education Program at Universitas Negeri Jakarta. The study employed a development-oriented educational design consisting of needs assessment, literature and regulatory review, instrument development, expert and peer review, revision, digitalization, and classroom implementation. A preliminary needs assessment involving 19 students showed that 16 required guidance in interpreting observation data, 15 in using observation instruments, 13 in preparing observation reports, and eight in observation ethics. The resulting toolkit integrates the eight Indonesian National Education Standards and Child-Friendly School principles into four interconnected observation pillars: instructional and academic climate, physical environment and infrastructure, school and classroom management, and socio-emotional culture and school climate. Expert and peer review supported the feasibility and refinement of the toolkit prior to digitalization. Initial implementation indicated that the structured indicators, quantitative rating rubrics, qualitative evidence records, and reflective prompts supported students in conducting more systematic and child-centered school observations. While delivered as an interactive digital handbook for practical accessibility in the field, the primary value of the toolkit lies in its structured pedagogical scaffolding, which strengthens early field experiences and supports the development of professional observation skills among pre-service primary teachers.
References
Alazmi, H. S. (2023). The value of systematic, iterative, video-based reflection analysis on preservice teacher actions in Kuwait: A preservice social studies teacher example. Teaching and Teacher Education, 121, Artikel 103910. https://doi.org/10.1016/j.tate.2022.103910
Aldridge, J. M., & Blackstock, M. J. (2024). Assessing students’ perceptions of school climate in primary schools. Learning Environments Research, 27(3), 579–602. https://doi.org/10.1007/s10984-024-09492-2
Amador, J. M., Bragelman, J., & Superfine, A. C. (2021). Prospective teachers’ noticing: A literature review of methodological approaches to support and analyze noticing. Teaching and Teacher Education, 99, Artikel 103256. https://doi.org/10.1016/j.tate.2020.103256
Bastian, A., Kaiser, G., Meyer, D., Schwarz, B., & König, J. (2022). Teacher noticing and its growth toward expertise: An expert–novice comparison with pre-service and in-service secondary mathematics teachers. Educational Studies in Mathematics, 110(2), 205–232. https://doi.org/10.1007/s10649-021-10128-y
Branch, R. M., & Varank, İ. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Dueckers, C., Hoerter, P., Junker, R., & Holodynski, M. (2022). Professional vision of teaching as a focus-specific or focus-integrated skill–Conceptual considerations and video-based assessment. Teaching and Teacher Education, 117, Artikel 103797. https://doi.org/10.1016/j.tate.2022.103797
Effendi, M. S. (2023). Child-friendly school environment management. JPI (Jurnal Pendidikan Indonesia), 12(4), 732–740. https://doi.org/10.23887/jpiundiksha.v12i4.68681
Farrell, M., Martin, M., Böheim, R., Renkl, A., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Seidel, T. (2024). Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis. Instructional Science, 52(6), 879–917. https://doi.org/10.1007/s11251-024-09662-y
Finefter-Rosenbluh, I., & Power, K. (2023). Exploring preservice teachers’ professional vision: Modes of isolation, ethical noticing, and anticipation in research communities of practice. Teaching and Teacher Education, 132, Artikel 104245. https://doi.org/10.1016/j.tate.2023.104245
García-Lázaro, I., & Reyes-de-Cózar, S. (2025). Preservice teachers’ reflective processes during field experiences: A systematic review from the ONION model framework. Reflective Practice, 26(1), 115–134. https://doi.org/10.1080/14623943.2024.2421597
Gardesten, J., & Herrlin, K. (2024). The initial field experiences of teacher candidates: Emotional challenges in a complex environment. Teaching and Teacher Education, 138, Artikel 104430. https://doi.org/10.1016/j.tate.2023.104430
Grub, A.-S., Biermann, A., Lewalter, D., & Brünken, R. (2022). Professional knowledge and task instruction specificity as influencing factors of prospective teachers’ professional vision. Teaching and Teacher Education, 109, Artikel 103517. https://doi.org/10.1016/j.tate.2021.103517
Hastira, M. F., Ahmad, A., Syaharuddin, M., & Maksum, A. (2025). Inclusive revolution: Children’s right to participation and inclusivity in child-friendly schools in Indonesia. Jurnal Pendidikan dan Kebudayaan, 10(2), 227–251. https://doi.org/10.24832/jpnk.v10i2.6428
Kementerian Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia. (2024). Peraturan Menteri Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia Nomor 4 Tahun 2024 tentang Penyelenggaraan Layanan Pemenuhan Hak Anak.
König, J., Santagata, R., Scheiner, T., Adleff, A.-K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice. Educational Research Review, 36, Artikel 100453. https://doi.org/10.1016/j.edurev.2022.100453
Kosko, K. W., Heisler, J., & Gandolfi, E. (2022). Using 360-degree video to explore teachers’ professional noticing. Computers & Education, 180, Artikel 104443. https://doi.org/10.1016/j.compedu.2022.104443
Kwok, A., & Bartanen, B. (2022). Examining early field experiences in teacher education. Teaching and Teacher Education, 118, Artikel 103820. https://doi.org/10.1016/j.tate.2022.103820
Martin, M., Farrell, M., Seidel, T., Riess, W., Könings, K. D., van Merrienboer, J. J. G., & Renkl, A. (2023). Knowing what matters: Short introductory texts support pre-service teachers’ professional vision of tutoring interactions. Teaching and Teacher Education, 124, Artikel 104014. https://doi.org/10.1016/j.tate.2023.104014
Mastur, S. N., Kramer, P., Amanina, N., Frisila, M., & Lutfiana, A. F. (2025). Evaluation of Child-Friendly School Program at the primary school in the Bantul District, Indonesia: School preparedness for an international program. Jurnal Manajemen Pendidikan, 16(2), 169–183. https://journal.unj.ac.id/unj/index.php/jmp/article/view/66510
Nduagbo, K., & Casale, C. (2023). Preservice teachers’ reflective practices, self-efficacy, and professional growth. Experiential Learning and Teaching in Higher Education, 6(1), 56–66. https://doi.org/10.46787/elthe.v6i1.3524
Ngula, P. D., Moi, M. E., Ewo, M. J., Mau, M. F., & Kaka, P. W. (2026). Pengenalan lapangan persekolahan dalam membentuk kepekaan pedagogik terhadap keberagaman gaya belajar siswa sekolah dasar Kabupaten Ngada. Jurnal Citra Pendidikan Anak, 5(2), 163–176. https://jurnal.citrabakti.ac.id/index.php/jcpa/article/view/6881
Pemerintah Republik Indonesia. (2022). Peraturan Pemerintah Republik Indonesia Nomor 4 Tahun 2022 tentang Perubahan atas Peraturan Pemerintah Nomor 57 Tahun 2021 tentang Standar Nasional Pendidikan. Sekretariat Negara Republik Indonesia.
Pratiwi, R. F., Rusilowati, A., & Subali, B. (2022). Analysis of child-friendly schools in building SDN Krebet 1 Sragen student’s disciplined character. Journal of Primary Education, 11(2), 203–214. https://journal.unnes.ac.id/sju/jpe/article/view/63278
Prilop, C. N., Weber, K. E., & Kleinknecht, M. (2021). The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment. Teaching and Teacher Education, 99, Artikel 103276. https://doi.org/10.1016/j.tate.2020.103276
Rahmad, R., Syar, N. I., Syahmidi, S., & Mualimin, M. (2024). Child-friendly schools in primary education institutions. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 14(2), 121–134. https://doi.org/10.18592/aladzkapgmi.v14i2.13738
Romero, D., Leigh, M., & Lo, W. (2022). Pre-service teachers’ reflective writing and learning in early field experiences. Journal of Educational Research and Innovation, 10(1), Artikel 3. https://digscholarship.unco.edu/jeri/vol10/iss1/3/
Sahira, E., & Herianto, E. (2023). Menyiapkan guru profesional melalui program Pengenalan Lapangan Persekolahan. Jurnal Ilmiah Profesi Pendidikan, 8(3), 1957–1964. https://doi.org/10.29303/jipp.v8i3.1947
Sancar, R., & Atal, D. (2023). Learning from expert or own practice: Reflectively editing video cases for professional development. Reflective Practice, 24(2), 168–182. https://doi.org/10.1080/14623943.2022.2146083
Saptono, B. (2022). Implications of child-friendly school policies in reducing cases of violence against children in elementary schools. Jurnal Prima Edukasia, 10(1), 96–103. https://doi.org/10.21831/jpe.v10i1.45816
Miftahudin, Suharti, L. ., Sugiarto, A. ., & Sasongko, G. . (2023). Why Does Anti-Bullying Child-Friendly School Program Matter? A Study of Junior High Schools in Indonesia. Journal of Educational and Social Research, 13(6), 131. https://doi.org/10.36941/jesr-2023-0153
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM – Mathematics Education, 53(1), 17–27. https://doi.org/10.1007/s11858-020-01211-4
Vondrová, N., Novotná, M., Pavlasová, L., Robová, J., Stará, J., & Uličná, K. (2023). Pre-service teachers’ noticing: On the way to expert target. Scientia in Educatione, 14(1), 27–39. https://doi.org/10.14712/18047106.2774
Weyers, J., König, J., Santagata, R., Scheiner, T., & Kaiser, G. (2023). Measuring teacher noticing: A scoping review of standardized instruments. Teaching and Teacher Education, 122, Artikel 103970. https://doi.org/10.1016/j.tate.2022.103970
Witt, J., Schorer, J., Loffing, F., & Roden, I. (2024). Eye-tracking research on teachers’ professional vision: A scoping review. Teaching and Teacher Education, 144, Artikel 104568. https://doi.org/10.1016/j.tate.2024.104568
Yee, B. C., Abdullah, T., & Mohd Nawi, A. (2022). Exploring pre-service teachers’ reflective practice through an analysis of six-stage framework in reflective journals. Reflective Practice, 23(5), 552–564. https://doi.org/10.1080/14623943.2022.2071246
Zynuddin, S. N., Kenayathulla, H. B., & Sumintono, B. (2023). The relationship between school climate and students’ non-cognitive skills: A systematic literature review. Heliyon, 9(4), Artikel e15132. https://doi.org/10.1016/j.heliyon.2023.e14773
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Maisa Hurul Aeni, Dessy Norma Juita, Fizar Indrawijaya, Wily Wandari, Venna Puspita Sari, Laely Farokhah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Copyright Retention & First Publication: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. (2) Post-Publication Distribution: Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. (3) Pre-print & Online Posting: Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
