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.
- interaction, collaborations: learning success
- pedagogical innovation