International Journal of Evaluation and Research in Education (IJERE)

Vol. 14, No. 3, June 2025, pp. 2290~2303

ISSN: 2252-8822, DOI: 10.11591/ijere.v14i3.31864  2290

Evaluating the effectiveness of intervention on professional and

pedagogical skills among prospective physics teachers

Dian Artha Kusumaningtyas1, Moh. Irma Sukarelawan2, Muhammad Syahriandi Adhantoro2,

Wahyu Nanda Eka Saputra3
1
Department of Physics Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Bantul, Indonesia
2
Department of Master of Informatics, Faculty of Communication and Informatics, Universitas Muhammadiyah Surakarta, Surakarta,
Indonesia
3
Department of Guidance and Counseling, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Bantul, Indonesia

Article Info ABSTRACT

Article history: This study evaluates the effectiveness of a targeted intervention designed to
enhance the professional and pedagogical skills of prospective physics
Received Jun 27, 2024 teachers, addressing a key gap in teacher education. The research involved
Revised Mar 28, 2025 an experimental group that received the intervention and a control group that
Accepted Apr 10, 2025 did not. The research subjects in the experimental and control groups were
120 each. To rigorously assess the impact, Whitney and Wilcoxon’s
statistical tests were employed to compare pretest and posttest outcomes.
Keywords: Additionally, Wright map analysis was used to visualizes kill development.
The results revealed a significant improvement in the professional and
Mann-Whitney test pedagogical skills of the experimental group compared to the control group,
Pedagogical skills as indicated by Mann-Whitney test (U=1274.500, p<0.05 and U=421.500,
Professional skills p<0.05). The Wright map analysis further demonstrated that the
Teacher competency experimental group experienced more consistent and substantial gains in
Wilcoxon test pedagogical skills. This study contributes to the field by demonstrating the
effectiveness of interventions in improving the skills of prospective physics
teachers, offering educational policy recommendations, and filling important
gaps in the literature. Moreover, it emphasizes the critical role of ongoing
evaluation in the continuous development of teacher training programs. By
addressing these areas, this research provides valuable insights that can
inform the design and implementation of more effective teacher training
strategies.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Dian Artha Kusumaningtyas
Department of Physics Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan
Bantul, Special Region of Yogyakarta, Indonesia
Email: [email protected]

1. INTRODUCTION
In Indonesia, teacher professional development continues to face various challenges, including
limited access to quality training, lack of incentives, and inadequate facilities. Teacher professional
development in Indonesia often focuses on improving pedagogical, personality, professional, and social skills
[1]–[3]. In contrast, in developed countries such as Finland, Singapore, and the United States, teacher
professional development is carried out systematically and continuously [4]–[6]. Singapore has a robust
mentoring system in which junior teachers receive guidance from experienced senior educators [7]. Many
schools in the U.S. allocate time and resources for teachers to engage in professional development, including
teacher-to-teacher collaboration and school-based initiatives [8], [9].

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Int J Eval & Res Educ ISSN: 2252-8822  2291

While Indonesia has implemented efforts to enhance teacher competencies, considerable

enhancements are still required regarding accessibility, continuity, and support. Experiences from developed
countries show that sustainable investment in teacher professional development is essential to achieve
high-quality education and become an inspiration for improving the system in Indonesia [10]. A teacher’s
pedagogical and professional skills serve as the fundamental basis in education [11]. Pedagogical skills
encompass the teacher's ability to design, implement, and evaluate learning processes that are adaptive and
responsive to student needs [12]. Professional skills include in-depth knowledge of subject matter,
professional ethics, and the ability to innovate in teaching [13]. Without these skills, a teacher may
struggle to effectively deliver content, facilitate constructive discussions, and foster critical thinking skills in
students.
Physics teacher professional education in Indonesia currently faces major challenges in enhancing
teachers' pedagogical and professional competence. Recent studies indicate that many physics teachers in
Indonesia struggle with mastering innovative, technology-based learning methods and integrating physics
concepts into everyday life [14]. In addition, ever-changing education policies complicate teachers' efforts to
adapt to dynamic national curriculum standards [15]. While teacher professional education programs are in
place, the lack of ongoing training and periodic performance evaluations has hindered the improvement of
teaching quality [16]. Furthermore, there is an urgent need to enhance professional skills, particularly in the
use of laboratories and digital learning tools, to support more effective physics instruction in the digital age
[17]. Therefore, a comprehensive reform of the teacher professional curriculum along with targeted
infrastructure and training improvement is mandatory.
When teachers lack sufficient pedagogical and professional skills, significant challenges can arise.
Students may experience difficulties in understanding lesson material, resulting in low learning outcomes and
motivation [18], [19]. Therefore, improving teachers' pedagogical and professional competence is imperative
to ensure high-quality education and optimal academic achievement for students [20]. The novelty of this
research lies in its evaluative approach to assessing the effectiveness of teacher pedagogical and professional
competency development programs. This research compares the pedagogical and professional skills of
prospective physics teachers who have participated in a professional teacher education program with those
who have not [21]. This research is expected to provide a clear picture of the impact of improved teacher
competence on the transformation of education in Indonesia. Additionally, the results of this research may
serve as a foundation for policymakers in designing more effective and sustainable strategies for teacher
professional development.

2. METHOD
This research employed a quantitative approach to evaluate the effectiveness of a pedagogical and
professional competency development program for prospective physics teachers. This research involved two
groups: an experimental group (n=120) and a control group (n=120). The experimental group comprised
prospective physics teachers from two Educational Personnel Education Institutes (LTPK) that offer teachers
professional education (PPG) in physics education and participated in a competency development program.
On the other hand, the control group consisted of prospective Physics teachers from the same two LTPKs
who had not participated in the program. The involvement of control and experimental groups along with
random group division was aimed at enhancing the internal validity of the experimental results.
Data collection was carried out using a pretest and posttest to measure the pedagogical and
professional skills of prospective teachers. These tests were administered both before and after the
implementation of the competency development program. Data collection instruments in this research were
pedagogical and professional tests, each comprising 45 items. The instruments demonstrated both validity
and reliability, indicating their effectiveness in measuring the intended skills. The validity for the pedagogical
test ranged from 0.321 to 0.65,1 while those for the professional test ranged from 0.351 to 0.541. The
reliability of the pedagogical test was 0.931, and that of the professional test was 0.891, both falling within
the very good category.
The Mann-Whitney test was carried out to determine whether significant differences existed
between the two independent groups: the experimental group and control group [22]. Additionally, the
Wilcoxon test was utilized to test changes in two paired sets of data, namely pretest and posttest scores in
groups, to assess whether there was a significant increase in teachers' pedagogical and professional skills
after participating in the development program [23], [24]. Following the Mann-Whitney test and Wilcoxon
test, the teacher's abilities in the pretest and posttest were visualized using the Wright map [24]. This
visualization tool allows a clear visualization of the enhancement in teachers' pedagogical and professional
competence after their participation in the development program [25].

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3. RESULTS AND DISCUSSION

3.1. Results
Professional and pedagogical skills are two critical aspects of the teaching profession and play an
important role in enhancing the quality of education [26]. Professional competence includes in-depth
knowledge of subject matter, the ability to design relevant and engaging learning experiences, and
proficiency in using technology and other supporting resources [27]. Teachers with good professional skills
can deliver material comprehensively and inspire students to engage in independent learning. Table 1
presents the results of the identification of professional and pedagogical skills.

Table 1. Fit statistics of professional skills and pedagogical skills

Professional skills Pedagogical skills
Item Person Item Person
Mean 0.00 0.36 0.00 0.82
Measure -1.89-1.61 -1.62-3.23 -2.73-1.20 -1.09-3.96
SD 0.69 0.97 0.68 0.88
Mean outfit (MnSq) 1.02 -0.04 1.00 0.21
Mean outfit (ZStd) 0.06 1.02 -0.11 0.92
Separation 4.42 3.07 4.17 2.10
Reliability 0.95 0.90 0.95 0.81
Cronbach alpha 0.91 0.81

The results of the statistical fit test for professional and pedagogical skills, as shown in Table 1,
indicate a high level of quality based on various statistical indicators. The average values (mean) for items
and persons are 0.00 and 0.36, respectively, reflecting a balanced distribution of values across the measured
abilities. The range of measures for items spans from -1.89 to 1.61, while that for persons is from -1.62 to
3.23, demonstrating that this instrument effectively measures wide-scope variations in abilities. The standard
deviations for items (0.69) and for persons (0.97) suggests relatively consistent variations in the level of
expertise assessed. The mean outfit MnSq index for items is 1.02 and for persons, it is -0.04. The mean outfit
ZStd is 0.06 for items and 1.02 for persons, indicating that the data from this instrument is in accordance with
the expected model and does not exhibit any significant deviations. Additionally, the separation values for
items and persons are 4.42 and 3.07, respectively, demonstrating the instrument's effectiveness in
distinguishing between different levels of ability. The high reliability of the instrument is further supported
by a Cronbach's alpha value of 0.91 for items and 0.90 for persons, confirming its consistency in accurately
measuring the professional skills of prospective physics teachers.
The instrument for measuring the pedagogical skills of prospective physics teachers demonstrates
high quality, as indicated by the results of the statistical analysis. The average values (mean) for item and
person measures are 0.00 and 0.82, respectively, reflecting a balanced distribution of values with a positive
tendency in the measured abilities. The range of items spans from -2.73 to 1.20, while the range for persons
is from -1.09 to 3.96, indicating that this instrument effectively measures a broad spectrum of abilities. The
standard deviation for items (0.68) and for persons (0.88) suggest consistent variation in the levels of
expertise assessed. The mean outfit MnSq index for items is 1.00 and for persons, it is 0.21, while the mean
outfit ZStd is -0.11 for items and for 0.92 persons, showing that the data from this instrument aligns well with
the expected model and does not exhibit any significant deviations. The high separation values of 4.17 for
items and 2.10 for persons demonstrate the instrument’s ability to distinguish between different levels of
pedagogical ability effectively. A good level of reliability is indicated by the Cronbach alpha value of 0.81
for items and 0.81 for persons, suggesting that this instrument can be relied on to measure the pedagogical
skills of prospective physics teachers accurately and consistently.

3.1.1. Differences on professional skills abilities of prospective physics teachers

To evaluate the effectiveness of the pedagogical and professional competence development program
for prospective physics teachers, statistical analyses were performed on the pretest and posttest data from the
experimental and control groups [28]. The goal of these analyses was to determine whether there were
significant differences in skill improvement following the intervention. The Mann-Whitney test was used to
compare the score distributions between two unpaired groups, the experimental and control groups, both
before (pretest) and after (posttest) the intervention [29]. The Wilcoxon test was applied to examine changes
in pretest and posttest scores within each group, ensuring that any observed improvements in skills were
statistically significant [30]. The results of this statistical analysis offer valuable insights into the impact of
the competence development program on enhancing the professional skills of prospective physics teachers.
The results of this analysis are presented in Tables 2 and 3.

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Int J Eval & Res Educ ISSN: 2252-8822  2293

Table 2. Mann-Whitney U test results on professional skills in experimental and control groups (p<0.05)
Test Experimental group Control group U p
Pretest -0.17 (-1.52–0.90) -0.40 (-1.62–0.90) 1347.500 0.017
Posttest 1.65 (0.59–3.23) 0.36 (-0.74–1.62) 183.500 0.000

Table 3. Wilcoxon test results on professional skills in experimental and control groups (p<0.05)
Group Pretest Posttest Z p
Experimental -0.17 (-1.52–0.90) 1.65 (0.59–3.23) -6.736 0.000
Control -0.40 (-1.62–0.90) 0.36 (-0.74–1.62) -6.435 0.000

The results of statistical analysis using the Mann-Whitney test, presented in Table 2, indicate a
statistically significant difference between the pretest and posttest scores of the prospective physics teachers
in the experimental and control groups. In the pretest results, the U value was 1347.500 (p<0.05), suggesting
a significant difference between the two groups before the intervention. After the intervention, the posttest
results revealed a U value of 183.500 (p<0.05), indicating that the intervention had a significant impact on
improving the professional skills of the experimental group compared to the control group.
The Wilcoxon test results, as shown in Table 3, further supported the finding that there was a
significant difference between the pretest and posttest results in both groups. In the experimental group, the
Z-value was -6.736 (p<0.05), and in the control group, the Z-value was -6.435, with the same p-value. These
results indicated that there was a significant improvement in professional skills for prospective physics
teachers in both groups after the intervention.
However, the more pronounced significant difference observed in the experimental group indicates
that the competency development program was more effective in enhancing the professional skills of
prospective physics teachers. The professional skills of the experimental group showed higher gains after the
intervention than those of the control group. This underscores the positive impact of the competency
development program on participants, highlighting its effectiveness in fostering teacher development. These
findings emphasize the importance of sustained competency development programs in improving teaching
quality and advancing teacher professionalism.

3.1.2. Professional skills of prospective physics teachers based on control and experimental class
To evaluate the effectiveness of the professional skills development program for prospective physics
teachers, an in-depth analysis of the pretest and posttest data was conducted. One of the tools used for this
analysis was the Wright map, which visualizes and compares the skill levels of prospective physics teachers
before and after the intervention [21]. The Wright map provides a clear depiction of the distribution of
abilities both the control group and the experimental group. By mapping the pretest and posttest results of the
two groups, significant differences in professional skill attainment between the groups could be identified.
This analysis not only helps understand the distribution of abilities but also highlights the changes that occur
after the intervention, offering a more comprehensive insight into the effectiveness of the implemented
training program [31]. The results of this analysis for both the control and experimental groups are illustrated
in Figures 1 and 2.
The Wright map for the control group (Figure 1) illustrates the distribution of pretest and posttest
scores for the professional skills of prospective physics teachers. The map shows that both items and people
are distributed across a fairly wide range. Most values cluster around the means with some items and persons
being less or more frequent than that value. For example, 24COY, which has the highest measure, indicates
that only a few prospective physics teachers demonstrated very high professional skills prior to the
intervention. In contrast, there are many persons have measure values between -1 and 0, indicating lower to
moderate professional skills before the intervention. This distribution reflects significant variation in the skill
levels among the control group.
Following the intervention, the Wright map reveals a noticeable shift in person’s scores towards
higher values, though some remain at lower skill levels. This shows that despite the general improvement in
professional skills, some prospective physics teachers did not achieve the expected level of progress.
Nevertheless, the overall shift suggests that the intervention had a positive impact, albeit not uniformly across
all participants.
The Wright map for the experimental group reveals a more pronounced difference between the
pretest and posttest scores compared to the control group. While the item and person measures in the
experimental group are also spread across a wide range, there is a higher concentration of scores at the upper
end after the intervention. This indicates that a greater number of prospective physics teachers in the
experimental group demonstrated significant improvements in professional skills [32].

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MEASURE Item - MAP - Person

<rare>|<more>
2 + 24COY
| 03COY
X |
T|
|T 02COY 21COY 22COY
|
|
X |
XXX | 18COY
X |
|
| 03CPY 14COY 15COY 23COY 25COY
X | 12COY 28COX
XXX | 02CPY 11COY 16COY 20COY 24CPY 27COY 27CPY
S|
X |S 10COY 19COY 26CPY 28COY 28CPY
1 XXX + 09COY 13COY 17COY 25CPY 26COY 29COY 29CPY 30COY 30CPY
XXXX | 06COY 30COX
XXX | 24COX
XX | 04COY 05COY 07COX 17COX 30CPX
X | 07COY
XXXXXX | 03COX 27COX 28CPX 29COX
X | 26COX
X | 05COX 13COX 25COX
XX | 07CPX 08COY 14COX
M|M 04COX 11COX 14CPX 17CPX
XXXX | 01COY 02COX
XX |
XXX | 09COX 13CPY 14CPY 22COX
| 01COX 06COX 06CPX 12COX 15COX 18COX 21COX 23COX 23CPY
X | 08COX 10COX 13CPX 15CPY 18CPY 22CPY
0 + 16CPY 20COX 24CPX 29CPX
XX | 11CPX 12CPX 12CPY 15CPX 17CPY 26CPX
XXXXXX | 03CPX 05CPX 07CPY 09CPX 10CPY
| 21CPX
XX | 21CPY 22CPX 23CPX 27CPX
X S|S 04CPX 08CPY 11CPY 16COX 19COX 20CPX
|
XXX | 01CPX 08CPX 18CPX
X | 10CPX 25CPX
| 02CPX 04CPY 06CPY 16CPX
X | 01CPY
|
X |
| 05CPY
X |
| 19CPX
-1 T+T 19CPY
XX |
| 09CPY
| 20CPY
|
X |
|
|
|
-2 +
<freq>|<less>

Figure 1. Wright map of pretest and posttest on professional skills of prospective physics teachers in the
control group

In the pretest, persons such as 11EOY had high professional skills prior to the intervention.
However, after the intervention, a substantial increase in measure values was observed for many persons,
with some achieving higher measure values than before, including 29EOX and 30EOY. These results suggest
that the competency development program implemented in the experimental group was more effective in
enhancing the professional skills of prospective physics teachers compared to the control group [33].

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Int J Eval & Res Educ ISSN: 2252-8822  2295

This Wright map indicates that the intervention applied to the experimental group succeeded in
improving professional skills significantly better than the control group. The distribution of higher scores and
higher person concentration on measures after the intervention in the experimental group demonstrates the
effectiveness of the competency development program. The significant difference in score distribution
between these two groups reinforces that the approach applied in the experimental group was more
successful in enhancing the professional skills of prospective physics teachers.

MEASURE Item - MAP - Person

<rare>|<more>
3 + 11EOY
|
|
|T
|
| 19EOY 20EOX
|
| 05EOY 06EOY 20EOY
| 21EOY
2 +
| 11EOX 14EOY 18EOY 22EOY
X | 04EOY 07EOY 09EOY 10EOY 12EOX 13EOX 13EOY 15EOY
21EOX 23EOX 25EOY
| 03EOY 08EOY 12EOY 16EOX 19EOX 22EOX
|S 16EOY 23EOY 24EOY 27EOY
X T| 26EOY
| 10EOX 24EOX 25EOX 28EOX
| 01EOY 06EOX 17EOY 29EOX
XX | 15EOX 28EOY
1 + 02EOY 08EOX
|
X | 01EOX 03EOX 05EOX 07EOX 09EOX 17EOX 18EOX 27EOX
29EOY
X | 06EPX
XX S| 02EOX 04EOX 11EPY 13EPY 14EPY 17EPY
XXXX |M 12EPY 14EOX 18EPY 19EPY 20EPY 22EPY 30EOY
XXXXXX | 01EPY 15EPY 21EPY 26EOX 30EOX
X |
XXXXXXXX | 16EPY 21EPX
0 XX + 03EPY
XXXXXXX | 07EPY
X M| 27EPX
XXXX | 16EPX 18EPX 19EPX 22EPX 25EPX
XXXXX | 04EPY 09EPX 23EPX 28EPX 30EPX
X |S 08EPX 11EPX 17EPX 23EPY 29EPX
| 03EPX 04EPX 06EPY 09EPY 10EPX 13EPX 24EPY 26EPX
XX | 02EPX 05EPX 14EPX 15EPX
-1 XXXXX + 01EPX 05EPY 08EPY 10EPY 12EPX 20EPX 24EPX 27EPY
XX | 07EPX
S| 25EPY 29EPY
| 02EPY 28EPY
X | 30EPY
|
X |
X |T
X |
-2 + 26EPY
X T|
XX |
X |
X |
|
|
|
|
-3 +
<freq>|<less>

Figure 2. Wright map of pretest and posttest on professional skills of prospective physics teachers in the
experimental group

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3.1.3. Differences on the pedagogical skills of prospective physics teachers

To understand the effectiveness of the intervention in enhancing the pedagogical skills of
prospective physics teachers, statistical analyses were carried out using two non-parametric tests: the
Mann-Whitney test and the Wilcoxon test. The Mann-Whitney test was used to compare the distribution of
scores between the experimental group, which received the intervention, and the control group, which did not
[34]. This test allowed us to determine whether significant differences in pedagogical skills existed between
the two groups. On the other hand, the Wilcoxon test was used to assess within-group changes over two time
points—before and after the intervention [35]. Together, these analyses provided a comprehensive
understanding of the impact of the intervention on the development of pedagogical skills in prospective
physics teachers. The results of both statistical tests are presented in Tables 4 and 5.

Table 4. Mann-Whitney U test results on professional skills of the experimental and control group (p<0.05)
Test Experimental group Control group U p
Pretest 0.64 (-0.72–1.68) 0.31 (-1.27–1.14) 1274.500 0.006
Posttest 1.90 (0.27–4.16) 0.48 (-1.29–2.12) 421.500 0.000

Table 5. Wilcoxon test results on professional skills of the experimental and control group (p<0.05)
Group Pretest Posttest Z p
Experimental 0.64 (-0.72–1.68) 1.90 (0.27–4.16) -6.729 0.000
Control 0.31 (-1.27–1.14) 0.48 (-1.29–2.12) -2.721 0.006

The results of the Mann-Whitney test (Table 4) reveal a statistically significant difference in the
pretest (U=1274.500, p<0.05) and posttest (U=421.500, p<0.05) results between the experimental and control
groups of prospective physics teachers. The Mann-Whitney test, a non-parametric statistical method for
comparing two independent groups, demonstrates that the intervention applied to the experimental group led
to a significant improvement in pedagogical skills compared to the control group. The significant results
suggest that the targeted intervention had a tangible positive impact on the pedagogical development of the
experimental group.
The Wilcoxon test results (Table 5) further support these findings by revealing a significant
difference between the pretest and posttest scores for prospective physics teachers in both the experimental
group (Z=-6.729, p<0.05) and the control group (Z=-2.721, p<0.05). As a non-parametric statistical method,
the Wilcoxon test is used to compare two sets of paired data: the pretest and posttest results from the same
individual. These results indicate that there was a significant increase in pedagogical skills following the
intervention in both groups. However, the increase in the experimental group was higher than in the control
group.
Overall, these findings indicate that the pedagogical skills of prospective physics teachers improved
after the intervention. The greater gains in the experimental group underscore the effectiveness of the
intervention. The higher pedagogical skills in the experimental group indicate that the training program or
method was successful in significantly increasing the pedagogical competence of prospective physics
teachers. These findings highlight the critical importance of structured and sustainable training programs to
elevate the quality of teaching and teacher professionalism [36]. Through appropriate and evidence-based
approaches, pedagogical skill development can make a significant positive impact on improving the overall
education quality [37].

3.1.4. Pedagogical skills of prospective physics teachers based on control class and experimental class
This mapping of prospective physics teachers’ pedagogical skills provides a visual representation of
the distribution of participants’ abilities and the difficulty of the test items. This facilitates the identification
of changes in skill levels before and after the intervention. The Wright Map analysis was conducted on
pretest and posttest data on the pedagogical skills of prospective physics teachers in both the control and
experimental groups. Interpreting these results is crucial for determining the effectiveness of the implemented
interventions. The following detailed analysis of the Wright map for the pretest and posttest of the
pedagogical skills provides insights into the improvements or changes in pedagogical abilities after the
intervention. Analysis of the pedagogical skills of prospective physics teachers in the control group and
experimental group is illustrated in Figures 3 and 4.
Wright Map analysis for pretest and posttest of pedagogical skills in both the control and
experimental group offers a detailed visualization of ability distribution and item difficulty. In the Wright
Map of the control group, the distribution of persons and items revealed that the pedagogical skills of the

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Int J Eval & Res Educ ISSN: 2252-8822  2297

majority of prospective physics varied, with some items proving to be more difficult than others. Persons
with codes such as 02COY, 01COY, and 05COY occupied higher positions, indicating better pedagogical
skills, while the remaining were dispersed along the scale, with the majority clustered around the middle of
the scale (measure=1), signifying moderate variability in pedagogical abilities. This distribution highlights
the diversity in pedagogical competency within the control group and suggests that certain test items
presented notable difficulties for the prospective physics teachers.

MEASURE Item - MAP - Person

<rare>|<more>
2 + 02COY
|
| 01COY 05COY
|
|T 03COY 06COY
X T|
| 04COY 27COY
|
|
|
|
| 02COX 03CPY 05COX 24COX 26CPX
1 X +S
XXXXX | 01COX 04CPY 06COX 07COY 13COX 22CPY 25COX 26COX 27CPX
27CPY
XX | 03COX 03CPX 06CPY 15COX 22CPX 24COY 25CPX 26CPY 27COX
28COX 28COY 28CPX 28CPY
XX S|
X | 02CPX 04COX 04CPX 05CPY 15CPY 22COX 24CPX 24CPY
| 05CPX 06CPX 07COX 07CPX 15CPX 25COY 25CPY 26COY
X |
X | 01CPX 13CPX 13CPY 20COX 20COY 23COY 23CPX 23CPY
XX |M 15COY 17COX
XX | 07CPY 16CPY 18COX 19CPY 23COX
X |
X | 02CPY 08COX 08COY 12COY 14CPX 14CPY 17CPX 17CPY 19COX
20CPX 20CPY 21COX
| 18CPY 19CPX
0 XX M+ 01CPY 16COY 16CPX 17COY 18CPX 22COY 29COX 29COY 29CPX
29CPY 30COX 30COY 30CPX 30CPY
XX | 12COX 12CPX 12CPY 14COX 16COX
XX |
XXX | 08CPX 09COY 21CPX 21CPY
X |S 10COY
X | 19COY
|
XX | 21COY
X | 08CPY 11COY
XXX | 09COX 09CPY 10CPY 11CPY 13COY 14COY 18COY
S|
| 10COX 10CPX
-1 XX +T
X |
| 09CPX
|
| 11COX 11CPX
X |
|
X |
X T|
X |
|
|
|
-2 X +
<freq>|<less>

Figure 3. Wright map of pretest and posttest pedagogical skills of prospective physics teachers in the control
group

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MEASURE Item - MAP - Person

<rare>|<more>
4 + 17EOY 18EOY
|
|
|
|
|
| 17EOX 18EOX 19EOY 26EOY
|T
3 +
| 05EOX 05EOY 08EOX 19EOX 25EOY 28EOY
|
|
| 09EOX 16EOX 16EOY 27EOY
|
X | 08EOY 09EOY 11EOX 25EOX 30EOX 30EOY
|S 28EOX
2 +
| 15EOY 24EOY 26EOX
| 07EOX 07EOY 27EOX 29EOX 29EOY
T|
| 02EOY 06EOX 06EOY 10EOY 11EOY 15EOX 16EPY
| 01EOY 02EOX 08EPX 17EPX 19EPX 20EOY 25EPX 27EPX
X |M 09EPX 09EPY 10EOX 16EPX 20EOX 22EOY 28EPX
1 + 04EOY 12EOY 22EOX 23EOX 25EPY 27EPY 28EPY 30EPX
X | 01EOX 04EOX 13EOY 14EOY 15EPY 19EPY 21EOY 23EOY 24EOX
XX S| 12EOX 12EPX 17EPY
XX | 03EOY 05EPX 06EPX 06EPY 07EPX 08EPY 10EPX 11EPX 13EOX
14EOX 15EPX 21EOX 22EPX 26EPX 26EPY 29EPY 30EPY
XXXX | 02EPX 18EPX 18EPY 29EPX
XXXXX | 02EPY 20EPX 22EPY 24EPX
XX |S 03EOX 13EPX 14EPX 20EPY
XXXX | 01EPX 04EPX 05EPY 07EPY 10EPY 11EPY 12EPY 24EPY
0 XX + 21EPX
XXX M| 01EPY 21EPY
XXX | 04EPY
| 03EPX 13EPY 14EPY 23EPX 23EPY
XXXX |
XX |
|T 03EPY
XX S|
-1 XX +
|
X |
|
X |
X |
X T|
|
-2 X +
<freq>|<less>

Figure 4. Wright map of pretest and posttest professional skills of prospective physics teachers in the
experimental group

In contrast, the distribution of persons and items in the Wright map for experimental group showed
a more significant increase in pedagogical skills after the intervention. Persons with codes such as 17EOY,
18EOY, 17EOX, and 18EOX were at higher measures (measure=3 and 4), signifying that the intervention
effectively enhanced their pedagogical skills. A larger number of participants from the experimental group
are positioned at higher levels compared to those in the control group, indicating the effectiveness of the
intervention in improving the pedagogical skills of prospective physics teachers. Although certain items
remain challenging for many participants, the overall distribution reflects that persons in the experimental
group demonstrated superior abilities compared to those in the control group.
From this analysis, it can be concluded that the intervention applied to the experimental group
resulted in significantly greater improvements in the pedagogical skills of prospective physics teachers
compared to the control group [38]. The Wright map provides a clear visualization of both ability distribution

Int J Eval & Res Educ, Vol. 14, No. 3, June 2025: 2290-2303
Int J Eval & Res Educ ISSN: 2252-8822  2299

and item difficulty, providing valuable insights into the effectiveness of the intervention. These results
underscore the importance of structured and evidence-based training programs to enhance the pedagogical
quality of prospective physics teachers [39].

3.2. Discussion
3.2.1. Professional skills of prospective physics teachers
Professional skills are an integral aspect for prospective physics teachers, equipping them to meet
the demands of their future teaching roles. These skills extend beyond mastery of academic materials,
encompassing the ability to adapt to diverse work environments, engage effectively with students, and
manage classroom dynamics [40], [41]. A prospective physics teacher with strong professional skills can
employ innovative teaching strategies, administer fair and objective assessments, and foster positive
relationships with students, colleagues, and other educational stakeholders [42], [43].
Moreover, professional skills are reflected in a teacher’s commitment to continuous learning and self-
development, whether through additional training, workshops or independent study. This capacity enables
prospective teachers to incorporate the latest advancements in education into their teaching practices, ultimately
enhancing the quality of student learning experiences [5], [44]. The evaluation aspect of these professional skills
often involves the use of measurement tools, such as validity and reliability tests, alongside competency
mapping, to assess the degree to which prospective physics teachers have met the required standards in their
field [45]. Academically, the professional skills of prospective physics teachers can be assessed using various
indicators, such as test scores, peer evaluations, and their ability to design and implement effective learning
strategies [46]. The development of these skills is crucial not only for enhancing teaching effectiveness but also
for fostering an inclusive learning environment that supports the intellectual and emotional growth of students.

3.2.2. Pedagogical skills of prospective physics teachers

The pedagogical skills of prospective physics teachers serve as the foundation of their ability to
effectively convey subject matter, fostering both interest and comprehension among students [47]. Key
components of these skills encompass the ability to design a curriculum that aligns with educational
standards, select appropriate teaching methods to accommodate students’ diverse learning styles, and adeptly
utilize educational technology and other resources throughout the learning process [48]. Academically,
evaluation of pedagogical skills often involves direct classroom observations, analysis of teaching plans, and
portfolio assessments that reflect success in achieving learning objectives [49]. By developing robust
pedagogical skills, prospective physics teachers can become effective agents of change, enhancing the quality
of education within their communities and preparing future generations with relevant knowledge and skills
needed to navigate global challenges [50]–[52].
The assessment of pedagogical skills typically encompasses direct classroom observations, analyses
of instructional plans, and evaluations of portfolios that demonstrate success in meeting educational
objectives [53]–[55]. By cultivating strong pedagogical skills, prospective physics teachers can serve as
effective agents of change in improving the quality of education in their communities and equipping future
generations with knowledge and skills relevant to address global challenges [56]–[58].

4. CONCLUSION
This study demonstrated a significant difference between the pretest and posttest results for both
experimental and control groups, highlighting the effectiveness of the intervention in enhancing the teaching
preparation of prospective physics teachers. The Wright’s map analysis of pedagogical skills indicated that
the experimental group experienced a more regular and significant increase than the control group,
suggesting that the intervention program had a positive and consistent impact on the development of teaching
skills. This study contributes to the existing literature on the development of prospective physics teachers by
showing that a specifically designed intervention program can significantly improve pedagogical skills.
Additionally, the application of Wright map analysis—an approach that is relatively rare in educational
research in Indonesia— serves as a tool for deeper evaluation of teaching skill development.
Based on these findings, it is recommended that educational practitioners consider implementing
similar intervention programs to enhance the quality of teacher preparation across various regions. This
program can serve as a model for developing pedagogical skills among prospective physics teachers in
Indonesia. In addition, practitioners should continuously evaluate the program’s effectiveness, allowing for
necessary adaptations and improvements that align with local needs and evolving global challenges. Further
research is needed to evaluate the program’s success on a national scale, considering the limited number of
research subjects that do not fully represent all regions of Indonesia. Therefore, this study not only provides
novel insights into improving teaching quality, but also encourages further discussion regarding the
implementation of broader intervention programs.
Evaluating the effectiveness of intervention on professional and … (Dian Artha Kusumaningtyas)
2300  ISSN: 2252-8822

ACKNOWLEDGMENTS
We would like to express my deepest gratitude to my esteemed mentors, Prof. Dr. apt. Any Guntarti,
M.Si. and Prof. Dr. Rully Charitas Indra Prahmana, S.Si., M.Pd., for their invaluable guidance and support in
the writing of this scientific article. Their expertise, insightful feedback, and encouragement have greatly
contributed to the development and refinement of this work.

FUNDING INFORMATION
We would like to express our gratitude toward Universitas Ahmad Dahlan for their support and
funding of this work under the supported professorship candidate research grant 2024 (U7/405/Und-
UAD/V/2024).

AUTHOR CONTRIBUTIONS STATEMENT

This journal uses the Contributor Roles Taxonomy (CRediT) to recognize individual author
contributions, reduce authorship disputes, and facilitate collaboration.

Name of Author C M So Va Fo I R D O E Vi Su P Fu
Dian Artha ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Kusumaningtyas
Moh. Irma ✓ ✓ ✓ ✓ ✓ ✓
Sukarelawan
Muhammad Syahriandi ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Adhantoro
Wahyu Nanda Eka ✓ ✓ ✓ ✓ ✓ ✓ ✓
Saputra

C : Conceptualization I : Investigation Vi : Visualization

M : Methodology R : Resources Su : Supervision
So : Software D : Data Curation P : Project administration
Va : Validation O : Writing - Original Draft Fu : Funding acquisition
Fo : Formal analysis E : Writing - Review & Editing

CONFLICT OF INTEREST STATEMENT

The authors declare that there is no conflict of interest regarding the publication of this article.

INFORMED CONSENT
We have obtained informed consent from all individuals included in this study.

ETHICAL APPROVAL
The research related to human use has been complied with all the relevant national regulations and
institutional policies in accordance with the tenets of the Helsinki Declaration and has been approved by the
authors’ institutional review board or equivalent committee.

DATA AVAILABILITY
The dataset can be obtained by requesting to the authors.

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Int J Eval & Res Educ ISSN: 2252-8822  2303

BIOGRAPHIES OF AUTHORS

Dian Artha Kusumaningtyas is a senior lecturer in the Physics Education

Program at Universitas Ahmad Dahlan in Yogyakarta, where she also serves as the Program
Coordinator for Character Education and as an Academic Advisor. With a strong commitment
to enhancing educational practices, Dian’s research interests focus on science learning,
learning assessment, and the development of schools in suburban areas. For inquiries or
potential collaborations, she can be contacted at email: [email protected].

Moh. Irma Sukarelawan is an assistant professor at Universitas Ahmad Dahlan,

in the Department of Physics Education within the Faculty of Teacher Training and Education.
He obtained his Doctoral degree in Educational Science from the Graduate School of
Universitas Negeri Yogyakarta (UNY) in 2023. His research interests encompass physics
education, misconceptions, metacognition, and Rasch modeling. For inquiries or
collaborations, he can be contacted at email: [email protected].

Muhammad Syahriandi Adhantoro is an information technology enthusiast

who has created various works in the field of education, including educational games and
learning information systems. He has a keen interest in educational informatics research. For
inquiries or collaborations, he can be contacted at email: [email protected].

Wahyu Nanda Eka Saputra is a Ph.D. and lecturer at the Department of

Guidance and Counseling, Universitas Ahmad Dahlan, Indonesia. His research interests
include peace education, counseling intervention strategies, counseling based on local wisdom,
and counseling through creative arts. For inquiries or collaboration, he can be contacted at
email: [email protected].

Evaluating the effectiveness of intervention on professional and … (Dian Artha Kusumaningtyas)