Pedagogical innovation and teacher collaborations in supporting student learning success in Indonesia

Abstract The effectiveness of pedagogical innovations in education is a dire need to support students in learning process inside the classrooms. The purpose is to apply pretest-posttest design, which includes a group of students knowledge before and after a pedagogical innovation was introduced in the class. The present study examined the model of the relationship between the variables of pedagogical innovation ability, teacher collaborations, and the teacher–student interaction patterns are associated with student learning success using distance learning methods. This study was conducted in 18 cities of East Java, Indonesia, using a quantitative method in which data was gathered through a survey questionnaire, and it was prepared from extensive literature review and secondary data. The results reveal that, student learning success is not significantly affected by the teacher’s pedagogical innovation ability. It is concluding that persistent efforts are required to strengthen the teacher’s pedagogical innovation ability. It furthers indicate a tendency of student learning success which can be strengthened through better teacher and student interaction, and teachers’ ability to enhance their collaboration with other teachers to develop more innovative learning methods and techniques.


PUBLIC INTEREST STATEMENT
In Indonesia, the synergy of pedagogical innovation and teacher collaborations plays a central role in enhancing student learning success.It was experienced during COVID-19 where the mode of education was only distance learning method, and teachers were adopting a new method for instructing students in schools.Through, cross-disciplinary teamwork, teachers are pooling their insights and experiences to adopt integrating technologies and problem solving techniques in local context.The collaborations and integration of pedagogical innovation is instrumental in propelling student learning success in Indonesia evolving educational landscape

Introduction
The COVID-19 pandemic had a huge impact on world education system, leading to the widespread adoptation of distance learning methods and utilization of information technologies for innovative pedagogical techniques (Alzahrani & Seth, 2021;Karakose, 2021;Quadir & Zhou, 2021;Stanistreet et al., 2020).The pedagogical innovation involves adapting teaching practices to meet the evolving needs of students and leverage advancement in technology and educational research (Burbules et al., 2020;Moreno-Guerrero et al., 2020).In Indonesia, the COVID-19 pandemic has compelled more than 68 millions learners to study from home, utilizing various online learning media, television and other nature of distance learning methods.However, learning outcomes in such diverse ways may affect the level of learning among students, which is also incredibly varied (Yarrow et al., 2020).Therefore, to prepare a distance learning method, UNESCO reported that, among 33 countries in Latin American and Caribbean countries, only 29 nations have prepared it, in the form of internet, virtual learning techniques, conventional media as radio or television and other distance learning techniques (CEPAL, 2020).The distance learning system that has experienced significant transformation is not exempt from multiple challenges.For instance, in the recent pandemic distance learning system were established in schools, but it made impossible for many students to adapt it.According to a study conducted by Dhawan (2020) in India, the usage of online learning methods is indeed fraught with difficulties, such as file downloading errors, new programme installation issues, login problems, audio and video settings, and so on.Effective distance learning necessitates both instructor and student preparation for adopting and learning new skills.The distance learning methods used by the teacher can render learners bored and uninterested, because teachers generally teach theoretical-oriented syllabus.Typically in schools, teachers on the other hand are less equipped to maximize the use of online media to allow learners to practice and learn effectively.In the situation of changing fast-paced learning methods with this e-learning models, students feel impeded in receiving material, as there was less communication with teachers, and the technological problems.The traditional face-to-face interaction with teacher-students is considered more efficient and productive (Sheredekina et al., 2022), but it was restricted during the pandemic.Thus, due to sudden change into distance learning with inadequate facilities, students were less motivated to learn, and the exclusion and inequality of students, those who were unable to access distance learning activities are expected to do, particularly among vulnerable groups (Yarrow et al., 2020).Perera-Rodríguez and Moriña Díez (2019), which indicate that the use of technological resources in the classroom allows recreating real learning spaces in vulnerable groups, even in the case of students with disabilities.Thus, teaching learning processes without such advancement or improvement, undoubtedly, the students learning, quality and qualification of education would affect entirely.
In Indonesia, the quality of education is not confined to COVID-19 pandemic, in reality, long before pandemic hit, children had already been grappling with substantial learning setbacks.According to the World Bank and the Organization for Economic Co-operation and Development (OECD) reports, the average year of schooling in Indonesia is 12.4 years, but this does not cover to the average learning achievement of students who can only take the equivalent length of education of 7.8 years.This implies that, even students who are claimed to completed secondary education (equal to high-school grade 12), still exhibit learning and adaptability knowledge that align with those expected at the basic education level (Pasani et al., 2021).
Keeping in view the reports, the findings of the OECD's 2019 Program for International Student Assessment (PISA) indicate that Indonesian children's literacy skills in the domains of language, mathematics, and science are ranked 70 to 72 out of 78 nations surveyed (Patria, 2019).PISA aims to evaluate the education systems of 78 countries that are members of the OECD (Indonesia is one of them), as well as to examine the cognitive skills of students in secondary education aged 15 years, as measured by components of language literacy (reading), mathematics, and science.This competency evaluation is not intended to assess students' understanding of curriculum, but rather to determine whether students can apply what they have learned in their daily lives.
The parameters employed by PISA to assess learning quality in Indonesia may reflect the inaccuracy of education policies in Indonesia Based on a study conducted by the Research team on Improving Systems of Education (RISE) on teachers in four provinces about the deployment of distance learning from before the pandemic to during the pandemic, a very varied spectrum was discovered (SMERU, 2020).Some teachers do not employ distance learning because they and their students do not have access to the internet or communication technologies (Pradana & Syarifuddin, 2021).The transfer of learning from offline to online does not noticeably alter the old learning paradigm (Pramana, 2021).Many teachers still apply the lecture methods, which results in distance learning that is more likely to be a webinar model in which the teacher talks a lot (one-way traffic).According to the findings by SMERU, schools that serve children from the upper-middle economic class and are not limited by internet connection can expand alongside distance learning method.Children who are limited by internet access, devices, or computers, on the other hand, may face multiple challenges.The current study is motivated by the issue of low educational quality in Indonesia, and the mission of UNESCO's 2030 education projections, which was developed in response to the disruption, particularly in the education sector.Enlightenment to this, one of the indicators is the findings of PISA survey, which places Indonesian students at the bottom of the list in terms of language, math, and science literacy skills.
The primary objective of this study is to investigate the pedagogical innovation, which refers to development and application of new teaching methods, ability and quality of teachers by measuring: (1) introduce innovation within the learning process, and (2) collaboration with professional or research-based organizations to develop and prepare distance learning methods, that particularly oriented for students learning success during the pandemic.Teachers' ability to innovate is vital for improving educational quality since it is one indicator of knowledge creation and techniques for adapting or surviving to bring change (Laferrière et al., 2012).If teachers can innovate pedagogically, the problem of student learning is not challenging, so that students can continue to follow lessons in any situation, including using remote learning techniques.Furthermore, the teacher's capacity to innovate will guarantee that student learning outcomes remain unaffected.
Similarly, teachers' capacity to collaborate with colleagues in their field of study from schools or professional organizations is essential for developing innovative learning tools.It is assumed that, if teachers can establish networks and collaborate with other teachers from different schools in developing learning methods, the difficulty of teachers in resolving their own problems in conducting online learning can be overcome by discussing and exchanging ideas and experiences.According to a study conducted by Woodland et al. (2013), the ability of teachers to collaborate is essential for improving the quality of education in schools.It has been found that teacher collaboration skills can improve teacher innovation abilities in developing learning and student achievement through any educational improvement programs, which measures the main domains of teacher collaboration, including dialogue, action, evaluation, and decision-making.Therefore, innovative teaching learning techniques and abilities are crucial for student learning success, as it equips students with effective strategies to comprehend, retain and apply knowledge.

Research methods
The present study opted the quantiative research design using survey questionnaires.It was conducted in the East Java region, with a population of teachers from 18 cities (see Figure 1 for cities), who teach at the Elementary School, Junior High School, and Senior High School levels (Private or Government Schools).The total number of teachers in East Java in 2021 is 419,660, with 285,899 female teachers and 133,761 male teachers (Kem, 2022).In this case, the study was conducted using a non-probability sampling, and the sample was drawn using the convenience sampling method, which entails obtaining the names and contact information of teachers who were already available through a friendship network with fellow researchers who work as teachers.The duration of the study entails from 2021 to 2022.
A survey questionnaire was prepared with the help of proposal of the study, and from secondary sources on teaching learning processes.The data were collected by providing online questionnaires to teachers whose cell phone numbers were already available, and then each teachers were requested to participate in the study, and required to fill the questionnaire.Before starting the study, a clear informed consent draft was shared to gain their consent for ethical consideration.As there were a number of teachers in the East Java region, however, we invite more than 150 teachers (approached individually and network based).For applying the non-probability techniques, a number of teachers were selected as a sample for this study, and respondents in this study were around 109 teachers out of 150, as 41 teachers were filled the pre-registration form, but didn't complete the survey.For their non-participation, we found that, there were multiple reasons, non-availibility of time, jobs shifting to online, preparation of their home tasks, and illness.These teachers were participated from 18 out of 38 cities or regencies in the East Java region.

Respondents Profile
A large portion of respondents in this study were from Surabaya, and one-third of the population are from Sidoarjo Regency.Surabaya city is the capital city of East Java Province which has the greatest population (2,827,892) among the various cities/regencies in the province, while Sidoarjo is a regency neighbouring city (see Figure 1).The respondent's age range was dominated by those aged 27-31 years and 37-41 years.Meanwhile, respondents aged between 57 and 61 years accounted for 5.5%.Looking at the age distribution of the respondents, it appears that most of them are at a relatively young age, specifically under 50 years old, with a total number is 84.4%.The educational qualification of the respondents potrayes that the majority of respondents have completed the undergraduate level of education (90%) and the remaining 10% have earned the master's.While the frequency of gender was dominated by women (71.6%) compared to male respondents (28.4%).
It is interesting to add here that, the current study does not include teachers from one level of school, but also from elementary (35.8%),Junior High-School teachers (25.7%), and High-School teachers (38.5%) were included.We also focused on the eligibility of the respondents, where we categorised it into teaching experiences, which is considered a key for sharing opinion regarding the distance learning methods of students success.However, 39% are those with more than 15 years of teaching experience, 35% with 6-15 years of teaching experience, and 26% with fewer than 5 years of teaching experience were respondents of the study.
The teachers who participated in this study have the following characteristics: they are not from remote areas, have sufficient teaching experience, a good level of education, and are relatively young in the teaching profession.With these features, they should be able to establish learning methods or innovate in teaching and learning activities in response to changing circumstances, so that when educational disruption occurs, they can adapt immediately.Studies also suggest that young teachers can be counted on to increase educational quality (Budiharso & Tarman, 2020).Young (2018) in his study explained that young teachers with fairly decent qualifications, as defined by an adequate degree of education and teaching experience, are necessary to retain in order to deliver successful instruction.Du Plessis and Mestry (2019) found that, the perceptions and experiences of teachers in rural schools in Africa, explain that the role of qualified teachers was urgently needed when the community's condition was very poor, educational facilities have poor quality, and state funding was insufficient.

Data processing and analysis
The hypotheses proposed in this study are (1) teacher's pedagogical innovation ability (X1 variable) influences student learning success (Y variable); (2) teacher and student interaction patterns (variable X2) influences student learning success (variable Y); (3) teachers' ability to collaborate in professional or scientific organizations (X3 variable) influences students learning success (Y variable).The purpose of this study is to test the correlation between different variables indicated above, therefore the research design employed a quantitative-explanatory approach.
The SmartPLS software was used for data processing and analysis.SmartPLS is a variance-based Structural Equation Modeling (SEM) that can evaluate path models containing reflective or formative constructs (Iqbal & Mia, 2020).This variance-based SEM, according to Fornell (in Santosa, 2018), can be utilized to generate theories in exploratory research.The use of PLS is also based on its flexibility, which does not require the data to have the same distribution.Therefore, it is distribution-free and capable of handling small sample sizes with causal models or complex causality models that focus on maximizing the explained variance of observed variables rather than on model fit.The following (see Figure 2) is a model of the relationship between variables presented in this study:

Descriptive analysis
The descriptive analysis describes the state of each variable applied in this study.The model's variables are as follows: student learning success (based on teacher perceptions or knowledge) during the COVID-19 pandemic, where it organises as dependent variable (Y).Other three variables are independent/free variables, including: teacher pedagogical innovation ability (X1); interaction between teacher-student in the learning process (X2); teacher collaboration in professional or scientific organizations (X3).In this study, the construct forming indicators (variables Y, X1, and X2) used a Likert scale of 1 to 5, with 1 indicating strongly agree and 5 indicating strongly disagree with each statement item.If more respondents agreed on each statement item, the average value would be low; conversely, and respondents disagreed on each statement item, the average value would be high.

Theoretical framework
The present study utilized the theory of Rudolf Manfred Delling's (1977) on private role of pedagogical innovation (Nhan, 2020) and teacher collaborations in fostering student learning success.He posits that in the rapidly evolving educational landscape of the 21th century, traditional teaching approaches may not fully engage and prepare students for the upcoming complexities of the world.To come up with our educational learning, he proposed that pedagogical innovation, encouraging educators to explore creative and diverse instructional methods, techniques to cater to learning styles.The following (Figure 3) shows the interconnection of Rudolf theory and present research:

Result and discussion
This section of the study explains the empirical outcomes presented in tabulation form and it provides interpretations of the findings.It also shows the themes i.e. 1) students learning success, 2) teacher pedagogical ability, 3) teacher-students interaction patterns in the learning process, and 4) teacher collaborations in professional or scientific organizations.These themes represent the key findings or significant aspects of the study and help to organise the data in a meaningful way.Further in this analysis part, it also shows the correlational, structural model and testing of the hypothesis, which is important for the study findings and its implications.

Student learning success in COVID-19
This theme is formed from five formative indicators, including 1), the level of students in receiving or understanding lessons during the pandemic, 2), students in obtaining distance learning devices, such as gadgets (laptops, computers, cellphones) and internet access, 3), students' ability to maintain the spirit of learning during the pandemic, 4), students' ability to maintain their academic achievement, and 5), the student level of motivation in learning during the pandemic.According to the findings of the analysis of the averages on the five indicators above in Table 1, the variable of student learning achievement during the COVID-19 pandemic, based on teacher perceptions, has the lowest average value (2.31) compared to other variables.This suggests that teachers consider their students are less likely to do well in schools.According to the results of each indicator's study, the indicators of declined enthusiasm for learning (1.94) and student achievement (2.06) appear to have the lowest average scores.This implies that during the COVID-19, students' enthusiasm and learning achievement suffer as a result of the educational process delivered via distance or remote learning.Furthermore, the descriptive analysis findings suggest that the difficulty of having a device has the highest average score (2.82), indicating that students do not find it difficult to obtain a device for the learning process.It can be viewed as such because this study was conducted in the Java region, particularly East Java, where internet access and to have gadget in this province's population is not as challenging as it is for other regions outside of Java or in remote places.

Student
Previous data show similar findings that, in Indonesia where students have difficulty in understanding of several subjects, such as Mathematics (Fauzy & Nurfauziah, 2021;Utomo et al., 2021), science and physics (Winarti, 2021), and Geography (Annisa et al., 2021), when applied distance learning system.It becomes difficult to accomplish some subjects that require thorough explanations supported by examples and exercises supervised by the teacher if the learning method is only delivered by the teacher online.

Teacher's pedagogical innovation ability
The second theme of this study is offered for knowing the pedagogical innovations implemented by teachers during the pandemic.It is anticipated that teachers' ability to innovate during the process will more or less overcome student problems when learning activities must be carried out utilizing the distant learning methods.The following reflective indicators can be used to determine the innovation ability of teacher's pedagogical innovation ability, 1), teachers do not develop any learning methods or only rely on the same teaching patterns as before the COVID-19, 2), teachers only rely on the teaching and learning process through online media (Zoom, Google Meet, Whatsapp, Telegram, and others), 3), teachers develop other learning methods outside of the use of online media, but still based on the use of technology, 4), teachers develop other learning methods outside the use of online media, and are not based on the use of technology, 5), teachers develop community-based learning approaches in which teachers, students, and parents work in small groups.
In (table 2), the variable of teacher's pedagogical innovation ability has an overall average of 3.02, where the highest average (4.00) is in the tendency of disagreeing when the teacher does not develop any learning methods or only relies on the traditional teaching practices as before the COVID-19.In general, the teachers in this study have at least innovated by using online-based learning methods, both those who only rely on online media (Zoom, Google Meet, Whatsapp, Telegram, and others) with an average value of 2.75, as well as those who develop other learning The following are some pedagogical innovations developed by respondents based on information technology, 1), learning while playing using Quiziz and Wordwall, 2), becoming a content creator by making flyers, videos, and podcasts for learning materials, 3), conducting discussion and question and answer of subject matter through podcasts, 4), making videos of learning materials, 5), using a Jumboard, 6), using the integrated curriculum methods, 7), using audio power point-based demonstration methods, 8), creating a virtual laboratory, 9), developing learning methods using design applications.
While teacher innovations in developing community-based learning methods, especially in areas where the internet network is not available or students find it difficult to do online learning, firstly it includes, forming small groups of students who live close together and study together accompanied by teachers who visit the groups in turn while adhering to health protocols.Secondly, initiating the formation of an integrated learning community involving several students whose homes are close together, as well as their families and closest neighbors to provide shared learning facilities.Thirdly, forming group learning communities based on the hamlet area for rural areas.And in the last, forming a parent group to facilitate other parents to communicate intensely under the guidance of the teacher so that students can study well at home.In discussion to above results, Tatarinova et al. (2019) argued that teachers' roles in the current era of pandemic are highly expected to be able to make pedagogical innovations, which is seen as a crucial factor in the advancement of teaching methods.As a result, teachers who would like to produce pedagogical innovations in the framework of learning development through IT must be professionally supported and well equipped.Similarly, Nancy et al. (2020) found that the significance of teachers applying advanced teaching pedagogy in order to improve the teaching and learning process.In such crises, where face-to-face learning is becoming less common, one of the innovative learning strategies is the hybrid teaching model, which combines e-learning strategies with face-to-face teaching.And Shuhratovich (2020) added that the pedagogical innovation through the incorporation of new technology into the educational process necessitates training in order to transform the structure and mission of quality education.

Teacher-Student interaction patterns in the learning process
The third theme of this study is to have a positive effect on student learning outcomes because, with an excellent teacher interaction pattern, which is being able to communicate and discuss interactively with students, or to provide opportunities for students to participate and be actively involved in learning activities, students will more easily understand learning material delivered by the teacher.However, in a pandemic condition where distance learning activities are difficult to carry out interactively, the reflective indicators used to describe the teacher-student interaction pattern in the learning process.The reflective indicators are not actively involving students in the learning process, teaching by means of one-way lectures, where the teacher explains the learning material and the students listen to the teacher.It further adds and provides a few opportunities for students to participate in learning activities and pursuing curriculum targets for student learning outcomes.So, more students are instructed to study or work on questions in textbooks; and not inviting students too often to discuss or ask questions about the learning material.
In (table 3), the results of data processing indicate that the indicators that create the variable pattern of teacher and student interactions in the teaching and learning process have an average of 3.92.It implies that the teachers in this study did not want to minimize their interaction pattern with their students would be disrupted.It can be proven by their disagreement about the following indicators: not involving students in the learning process, with the highest average (4.30), not inviting students to discuss about learning materials (4.13), one-way teaching method or the lecture methods (3.86), and providing few opportunities for students to participate (3.80).However, there is one indicator with the lowest average score among other indicators, which is pursuing the curriculum target so that students are instructed to learn from textbooks (3.49).It further inculcates that some teachers still use the distance learning method by asking their students to study more and work on questions from textbooks so that the course syllabus can be completed.However, in this situation with a learning model that uses the distance learning system, teachers are still trying to actively involve students in the teaching and learning process.
Many previous studies have endorsed the teacher-student interactions in the learning process, demonstrating that good teacher-student relationships have an essential role in increasing the quality of teaching and learning (References).Pennings et al. (2018) noted that, the interpersonal adaptation in interactions between instructors and students, discovered that when teacher-student interactions went well, where they could adapt and interact intensively with each other, the classroom environment became more favorable.In these circumstances, students can appreciate the teacher more, and vice versa the teacher behaves according to his professional standards, compared to a classroom atmosphere where teacher-student interaction is less close.
The interaction between teachers and students in direct or face-to-face learning situations in class makes it easier for teachers can create more condusive enviroment of learning.According to a study conducted by Parker (2020) on teacher-student interactions in the distant learning model, when students are familiar with the internet and surf in cyberspace to look for various information, they tend not to tolerate the teacher's non-interactive and monotonous teaching style, and will

Statement Mean
Teacher and student interactions patterns in the learning process (Variable X2)

3.92
Do not involve students actively in the learning process.

4.30
Teach by means of one-way lectures.

3.86
Provide few opportunities for students to participate in learning activities.

3.80
Pursue curriculum targets so that students are instructed to learn from textbooks only.

3.49
Rarely invites students to discuss the subject matter.4.13 soon leave the teacher to seek out more attractive, communicative, and innovative information on various social media.Similarly, Cheng and Tsai (2019) investigated the interaction between teacher and student in virtual learnings.The findings of their study show that, even though the interaction between teachers and students occurs in the context of distance learning, a close relationship between teachers and students is still required because it can increase students' learning motivation and is critical for minimizing student anxiety when facing exams.A study conducted by Anagün (2018) on the perceptions of teachers in their relationship with students in the era of the COVID-19 in Finland found that while the learning process using the distant learning method appears to be going well, students confront numerous challenges.

Teacher collaboration in professional or scientific organizations
The last theme of this study is to seek and to reflect the extent to which teachers can use their advantage of involvement in professional or scientific organizations to collaborate with other teachers in order to be able to innovate in developing learning methods.By collaborating with other teachers who are members of professional organizations, it is possible for teachers to design various learning methods that meet the learning needs of students, especially during the pandemic.The reflective indicators used to assess the level of teacher involvement in professional or scientific organizations includes being active in various discussions/meetings in professional/scientific organizations, presenting ideas for effective learning models in dealing with students' learning difficulties, developing learning models to overcome student learning difficulties together with members of the professional organization/teacher community, submitting the need for information and communication technology (ICT) equipment to the Education Office together with members of the teacher professional organization, developing technology-based learning models to overcome student learning difficulties together with members of professional organizations/teacher community.The respondents' responses were measured using a Likert scale of 1 to 5, with a value of 1 indicates strongly disagree, while a value of 5 indicates strongly agree.Therefore, when more respondents respond as "agree" on the statement items, then the average value (mean) tends to be high.On the other hand, when more respondents "disagree" on the statement items, then the average value (mean) will tend to be low.
In (table 4) the results of the analysis of the indicators forming the variables of teacher involvement in professional or scientific organizations demonstrate that on average (3.81),where teachers are quite involved in various activities within the organizations they participate.The indicator of teacher activity in discussions in the community has the highest average score (3.83).It implies that the teachers utilize and had collaboration with their professional or scientific organizations to discuss actively in relation to the development of learning methods.Other indicators also demonstrate that, the teachers have been giving efforts to collaborate with colleagues from other schools or organization to develop technology-based learning models (with an average score of 3.82).Thus, based on the results of this analysis, it can also be seen

Statement Mean
Teacher Involvement in Professional/Scientific Organizations (Variable X3)

3.81
Discuss in the teacher community actively.

3.83
Deliver better ideas.

3.81
Develop learning models together with fellow teachers that one indicator has the lowest average score (3.77), which is the involvement of teachers in requesting of learning support facilities from the local government through the city/regency education office.It means that teacher professional organizations do not yet have the political power to jointly push their needs to the local government to provide proper learning infrastructure or facilities for teachers during the pandemic.
It is found that, teachers' professionalism is also encouraged by their capacity to collaborate with other teachers, students, and parents.According to a study conducted by de Jong et al. ( 2019), teacher collaboration in secondary schools is advantageous to the learning settings.The study also discovered that collaborative initiatives carried out by teachers appeared to be dependent on the collaborative culture that had previously been developed, implying that schools with teachers who do not yet have a culture of working collaboratively to improve the quality of education require more support.Muckenthaler et al. (2020) found that teacher collaboration has a significant impact on the growth of school ranking and education quality.According to the study's findings, teachers who collaborate do not lose their autonomy because it is via collaboration that teachers experience the benefits of raising the quality of learning and improving student accomplishment in schools.
Similarly, Nguyen and Ng (2020) found that, professional teachers in the learning process can engage in collaborative activities, such as, joint teaching, action research, and the initiation and implementation of curricular and instructional changes.Teachers may share, disseminate, and improve the quality of learning through this collaborative approach (Susilawati & Supriyatno, 2020).Also, a study conducted in Malaysia by Ismail et al. (2018) found that teacher collaboration is a strategic leadership mediator that can also enhance teaching quality.This study advises that school administrators continue to enhance collaborative practices among teachers in an effort to increase educational quality since it can support strategic leadership in schools.Mora-Ruano et al. (2019) found that teacher collaboration was more or less successful at increasing student achievement, and further it outlined three types of teacher collaborations i.e. instruction, project, and organization.

Measurement Model (outer model)
Before proceeding with the correlation analysis on the model of the relationship between variables that became the design of this study, the measurement model of the outer model was evaluated to test the validity and reliability of the research instrument.The outer loading and validity indicators were employed in the validity test, while Cronbach's Alpha was employed in the reliability test.The outer model analysis of the indicators employed in this research instrument shows the following results in (table 5): Firstly, the validity test was performed on each indicator's outer loading value, with the indicator value threshold being more than 0.4 (>0.4).Based on these criteria, the indicators used for each variable are generally valid with an outer loading > 0.4.Furthermore, the convergent validity of the indicators that comprise each variable must be tested using the average variance extracted (AVE) value, which must be greater than 0.5 (>0.5).The findings of the AVE value for each variable, it appears to be greater than 0.5, implying that the variables in this study were developed based on the indicators.
Secondly, a reliability test was conducted to determine the Cronbach's alpha and composite reliability (CR) of the variables.If the reliability test value exceeds the value of 0.7, the variable is declared valid.The statistical test results provided in the table above (Table 5), the variables utilized appear to be reliable, with a value greater than 0.7.Thus, after meeting the criteria for the outside model, the analysis might proceed by measuring the research's inner or structural model.

Structural Model (inner model)
Inner analysis or structural model is an analysis aimed at assessing whether the research model employed is good or not (References).The inner model has three categories, including: small or poor (0.1-0.24), medium or fairly good (0.25-0.35), and large or very good (>0.36).For detailed calculations, see (table 6) below: The data presented in (Table 6) which shows the statistical test results, it can be concluded that the relationship between the variables utilized in this study is a fairly good model (medium) with a Goodness of Fit (GoF) value of 0.28.Following that, a structural/inner model analysis of the various correlations between the variables in the research model was performed.In this study, structural/inner models can also be employed to perform a regression analysis for concurrent tests on the relationship model between these variables.In the regression analysis, student learning success (Variable Y) can be affected by teacher's pedagogical innovation ability (Variable X1), teacher-student interaction patterns (Variable X2), and teacher collaboration in professional/ scientific organizations (Variable X3).However, the value of the results of the simultaneous test of three independent variables on the dependent variable (student learning success) is only 16% (0.16).It implies, while the relationship model between variables is stated to be quite good, the three independent variables that affect student learning success during the pandemic are relatively small (16%).It infers that other variables still affect student learning success, but they are not included in this research model.

Testing of the hypothesis
After conducting simultaneous tests, the following step was deployed for testing the hypotheses.The hypothesis testing was carried out by bootstrapping and using a 95% confidence level.Therefore, the null hypothesis or alternative hypothesis will be accepted when the p-value is less than 0.05 and the t-value is above 1.96.The following are the results of the hypothesis testing of this study are presented in (table 7) Table ( 7) shows the intervariable hypothesis and testing and based on the three variables which have a positive direction of effect on student learning success in distance learning methods in the pandemic, although the effect is not statistically significant, particularly in the correlation of the hypothesis, that is between the teacher's pedagogical innovation ability (X1) and student learning success (Y), making the hypothesis is rejected.
Furthermore, it can be stated that student learning success during the pandemic (Variable.Y) is not affected by the teacher's pedagogical innovation ability (Variable.X1) but is more affected by the teacher-student interaction pattern (X2) and teacher collaboration in professional/scientific organizations (X3).This condition may explain why the variable of teacher's pedagogical innovation ability is still not a major concern in the learning process and improving educational quality in Indonesia, indicating that teacher innovation capabilities must be developed to increase student learning success.Although the variability of teacher pedagogical innovation ability has little effect on student learning success, two other independent variables, including the ability of teachers to build better interaction patterns with their students and the ability of teachers to collaborate in professional organizations to develop learning methods, have the potential to continue to improve in quality.If the teacher's pedagogical innovation ability advances, it will, of course, have an impact on the quality of learning and education in schools.
Moreover, despite the facts that the teachers who responded in our study are relatively young and have teaching experiences, the development of pedagogical advances in this pandemic era is still not obvious.A study conducted by UNESCO using the Survey Delivery Indicator (SDI) reveals, teachers in Indonesia do not yet have adequate pedagogical skills (Yarrow et al., 2020).The study found that teachers scored poorly in pedagogical assessments, with an average score of 22% in schools administered by the Ministry of Religion and 25% in schools administered by the Ministry of Education and Culture.This suggests that teachers' ability is to deploy successful pedagogical innovations to compensate for weak student learning time due to pandemic conditions is still rather low.
A study conducted by Jalinus and Risfendra (2020) at the Teacher Professional Education Vocational High School (SMK) in Padang City, West Sumatra, Indonesia, found that the pedagogical competency qualifications of the teachers at the school tended to be low, and even below the minimum competency standard.According to the findings of this study, teachers' poor pedagogical capacity is assumed to be related and to a process of training and regular monitoring by the authorized institution that is not carried out consistently and continuously.Therefore, it is further reported by Androutsos and Brinia (2019) that, the efforts to strengthen teachers' abilities, so they can continue to develop in response to changing circumstances.They found that students in the current millennial era are not exposed to enough repetitive subject matter.They need innovative skills and competencies.As a result, teachers must also evolve and be able to innovate by utilizing a variety of models and learning cultures.Finally, teachers who can build innovative pedagogies can raise the competency of students who can learn and work in innovative, collaborative, and co-creative manners.

Conclusion
The present study indicates that the distance learning model and the relationship between students and teacher ability have importance in the provision of quality education.The level of student learning success is not only affected by the technological instruments required for distance learning activities and the involvement of parents in assisting their children's learning but also many other diverse factors involving the teacher.It is concluded that, when teachers have a good pedagogical innovation skills, they are also actively involved and can collaborate in scientific/professional organizations to develop more advanced learning methods.They are also able to interact with students and can manage classes well, with the expectation that students will still be able to learn and achieve despite the pandemic restrictions, in which the learning process is constrained by various situations that limit direct interaction between teachers and students.
One of the most important indicator for developing and designing the teacher learning activities is based on the teacher's ability to innovate in generating learning methods that can be enjoyable, easy to comprehend, and do not make it difficult for students to acquire lessons with rare face-to-face interactions.The results further show that teachers' ability to innovate pedagogically can be improved, for example, by encouraging teachers to continue to collaborate with other teachers in professional or scientific organizations to jointly develop learning methods.Therefore, in the times of educational disruption and unexpected challenges, the teachers who stand as the primary custodians of quality education can flexibly adjust to overcome their problems to enhance learning processes.

Limitations of the study
The present study has several limitations.Firstly, one of the major was the limited interaction with the respondents, as the data collection was carried out in COVID-19 and there was limitations to meet and to discuss about research in person.Secondly, it was survey, which also limited respondents to response in a limited portion.Thirdly, it was only have an access to include state-owned schools.But these limitations also generate a novelty and new findings.

Practical implications
The practical significance of the study endorsed that, there is a dire need to strengthen the teacher capacity as well the student skills and most importantly facilities to opt for the distance learning methods during the pandemics.It emphased that, the importance of dynamic teaching approaches, collaboration with other agencies among educators, and the integration of technologies to support student learning success is a key aspect of the study.Therefore, by applying these implications, educational institutions can create a more responsive, inclusive, and conducive learning environment that equips students with advanced skills.

Figure 1 .
Figure 1.Map of 18 cities in East Java, Indonesia (where the current study was conducted).
Figure 2. Inter-variable relationship model of study.
ICT equipment to the education office together with fellow teachers 3.77 Develop an ICT-based learning model together with fellow teachers 3.82

Table 1 . Distribution of student learning success and mean variance Statement Mean
methods outside the use of online media, but still based on the use of technology, with an average of 2.40.Another pedagogical innovation performed by teachers during the pandemic was to develop learning methods outside of using online media, and not based on the use of technology, with an average value showing a high tendency (3.13).It implies that the teacher dares to take actions that are considered more appropriate for the learning needs of students.Likewise with teacher innovation in developing community-based learning methods involving teachers, students, and parents in small groups, with an average of 2.80, where such learning innovations are also necessary as students are constrained by internet network access and lack of gadgets.