What does this research mean for the field?

Adaptation resistance, particularly stemming from infrastructural dependence, is the dominant moderating factor that limits the sustainability and transferability of pedagogical innovations. Novelty: ClaimNovelty.METHODOLOGICAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To diagnose whether pedagogical innovations in science education doctoral dissertations are contextually viable, resistant to adaptation, and structurally sustainable.

September 10, 2026Journal of Applied Research in Higher Education

A framework-driven cross-case analysis of pedagogical innovation in Indonesian chemistry education dissertations

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Authors

HNHadi Nur MHMaya Umi Hajar NINur Syuhada Ibrahim

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Overview

Cross-case analysis reveals adaptation resistance limits pedagogical innovation sustainability in science education dissertations, highlighting the need to address contextual infrastructure.

Key Points

To diagnose whether pedagogical innovations in science education doctoral dissertations are contextually viable, resistant to adaptation, and structurally sustainable.
Conducted a critical cross-case analysis across six Indonesian doctoral dissertations (N=6; five in chemistry education, one in physics education).
Applied the Glocal Myths-Facts Analysis Framework (GMFAF) combining rubric-based evaluation with Mamdani fuzzy inference.
Modeled relevance, resistance, and impact using triangular membership functions to generate a 0–1 Glocal Fit Compliance Index (GFCI).
Adaptation resistance served as the primary moderating factor governing innovation sustainability, constraining transferability despite high relevance and impact.
Dissertations grounded in contextual realities (D3, D4, D6) attained higher GFCI scores than those relying on specialized infrastructure and external facilitation (D1, D2, D5).

Cite This Study

Nur et al. (2026) studied this question.

synapsesocial.com/papers/6aa27ab158559d80afc7364f https://doi.org/10.1108/jarhe-03-2026-0472

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September 10, 2026Journal of Applied Research in Higher Education

A framework-driven cross-case analysis of pedagogical innovation in Indonesian chemistry education dissertations

View Full Paper

Ask AI

Bookmark

Authors

HNHadi Nur MHMaya Umi Hajar NINur Syuhada Ibrahim

Discussion

Member takes

Overview

Cross-case analysis reveals adaptation resistance limits pedagogical innovation sustainability in science education dissertations, highlighting the need to address contextual infrastructure.

Key Points

To diagnose whether pedagogical innovations in science education doctoral dissertations are contextually viable, resistant to adaptation, and structurally sustainable.
Conducted a critical cross-case analysis across six Indonesian doctoral dissertations (N=6; five in chemistry education, one in physics education).
Applied the Glocal Myths-Facts Analysis Framework (GMFAF) combining rubric-based evaluation with Mamdani fuzzy inference.
Modeled relevance, resistance, and impact using triangular membership functions to generate a 0–1 Glocal Fit Compliance Index (GFCI).
Adaptation resistance served as the primary moderating factor governing innovation sustainability, constraining transferability despite high relevance and impact.
Dissertations grounded in contextual realities (D3, D4, D6) attained higher GFCI scores than those relying on specialized infrastructure and external facilitation (D1, D2, D5).

Cite This Study

Nur et al. (2026) studied this question.

synapsesocial.com/papers/6aa27ab158559d80afc7364f https://doi.org/10.1108/jarhe-03-2026-0472

View Full Paper

Ask AI

Bookmark