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Journal articles on the topic 'Microteaching program'
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1
Khuriyah, Khuriyah. "Analisis Pelaksanaan Microteaching Mahasiswa Program Studi Pendidikan Agama Islam." At-Tarbawi: Jurnal Kajian Kependidikan Islam 2, no. 2 (December 15, 2017): 175. http://dx.doi.org/10.22515/attarbawi.v2i2.990.
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The problem in this research is the implementation of microteaching in PAI departement FITK IAIN Surakarta has not been evaluated and need to know the urgency after the existence of several courses of learning strategy that is substantially the same as the implementation of microteaching activities.The research method used is descriptive, carried out for three months since April-June 2016. The population of this research is the students of semester V of academic year 2015/2016 that follow the microteaching of 450 students, the research sample is 260 students. The results show that: 1) The implementation of microteaching as a whole has fulfilled the provisions of microteaching implementation as stated in the microteaching guide book. Each student performs teaching practice as much as 4-5 times, previously required to prepare RPP which will be reviewed and corrected by supervisor (DPL). In implementing the teaching practice, students are required to practice one of the teaching strategies in accordance with the material to be submitted; 2) Although the students have obtained several courses of instructional strategies that note more of the practice of teaching both groups and individuals, but 81% of students stated that microteaching is still needed. Keywords: Analysis, Microteaching.
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Damanik, Mayarni Nerawati. "PERSEPSI MAHASISWA BIOLOGI UNIVERSITAS SIMALUNGUN TERHADAP MATA KULIAH MICROTEACHING PADA PELAKSANAAN PROGRAM PENGALAMAN LAPANGAN." Jurnal Metabio 2, no. 1 (April 30, 2020): 10–16. http://dx.doi.org/10.36985/jpbm.v8i1.225.
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Penelitian ini bertujuan untuk melihat persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan. Populasi pada penelitian ini adalah mahasiswa program pendidikan biologi angkatan 2015 yang telah lulus mata kuliah microteaching dan telah melaksanakan program pengalaman lapangan yang berjumlah 40 mahasiswa. Seluruh populasi dijadikan sampel. Instrumen yang digunakan adalah angket yang terdiri dari 30 butir soal. Analisis data dilakukan dengan menggunakan rumus skor ideal, uji Korelasi Product Moment, hipotesis diuji dengan statistik (uji t) pada taraf signifikan α= 0,05 dan uji determinasi. Hasil penelitian ini menunjukkan nilai rat arata persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching sebesar 82,5. Dari uji korelasi diperoleh koefisien korelasi yaitu r : 0,77. Uji hipotesis dengan uji statistik ‘’t’’ diperoleh t hitung (7,43) > t tabel (2,021), maka Ho ditolak dan Ha diterima. Besarnya kontribusi persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan adalah 59,20%.Dari hasil penelitian ini disimpulkan bahwa ada hubungan persepsi mahasiswa Biologi Universitas Simalungun terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan, artinya mata kuliah microteaching dikategorikan sangat baik digunakan dalam melaksanakan program pengalaman lapangan dan ada korelasi yang signifikan mengenai persepsi mahasiswa terhadap mata kuliah microteaching pada pelaksanaan program pengalaman lapangan.
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Meutia, Putri Dini, Ferlya Elyza, and Yusnila Yusnila. "PRE-SERVICE TEACHERS’ PERFORMANCE POST MICROTEACHING CLASS IN FIELD EXPERIENCE PROGRAM." Englisia Journal 5, no. 2 (May 1, 2018): 102. http://dx.doi.org/10.22373/ej.v5i2.2889.
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The aim of this study was to investigate the pre-service teachers’ performance in the Field Experience Program after taking a microteaching class. The sample of this study was ten (10) pre-service teachers. The data collected were taken from pre-service teachers’ report books. The results of this study showed that microteaching helped the pre-service teachers in improving and achieving a good teaching performance in classroom during their Field Experience Program. In addition, after the pre-service teachers had a microteaching class, they were able to use appropriate learning methods and classroom management in order to achieve a better performance in the Program. It can be concluded that the microteaching class has played a role to the pre-service teachers in enhancing their teaching performance in the Field Experience Program.
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Purnomo, Yosua Hoggy Parulian, Thomas Budi Santoso, and Thomas Budi Santoso. "Evaluasi Program Seleksi Di Sekolah “XM” Dengan Metode Evaluasi CIPP." JEMAP 3, no. 2 (November 30, 2020): 226. http://dx.doi.org/10.24167/jemap.v3i2.2755.
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This research is an evaluation research which aims to determine the implementation of the teacher selection program that has been taking place and to find out what improvement needed in the teacher selection program. The evaluation method used is the CIPP evaluation (Context, Input, Process, Product). Researchers evaluated the psychotest, interviews, microteaching and decision making activities with CIPP. The results of this study indicate that the interview and microteaching activities have not achieved their goals. Its necessary to make improvement to the : teacher standards needed by school, interview instruments, microteaching instruments and interview training for the interview officers.
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Suharto, V. Teguh, Dwi Setyadi, Elly's Mersina Mursidik, and Ermi Andriani Meikayanti. "THE CLINICAL SUPERVISION MODEL WITH CLASS ACTION APPROACH OF MICROTEACHING PROGRAM IN THE FKIP OF PGRI MADIUN UNIVERSITY." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 485. http://dx.doi.org/10.20961/shes.v1i2.26824.
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<p><em>Educators have become the main agents in the duty of transfer of knowledge, character building and skill development for the learners to pursue intelligence, good personality, creativity and responsibility for the nation’s welfare. The educators’ role requires the prominent academic, pedagogycal and professional competence. Educators must be capable in designing and developing the proper instruction.</em></p><p><em>To develop the educators’ competence, educational institution needs to provide systematic, effective, and continuous trainings for the teacher candidates through microteaching and apprenticeship programs. Microteaching program enables candidates to practice peer-teaching in the campus, while apprenticeship program makes candidates apply teaching in school classes. The clinical supervision model with class action approach is relevant to characteristics and steps of microteaching program. Professional advice through systematic clinical service after teaching practice can effectively develop candidates’ teaching skill, which motivates candidates to develop themselves in teaching practice.</em></p>
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Yuliani, Sri. "Classroom Application of Micro Teaching : An Analysis of Students’ Perspectives." J-SHMIC : Journal of English for Academic 5, no. 1 (February 27, 2018): 81–97. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1112.
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Microteaching is a practical event which is very beneficial for candidate teachers to have real environment of teaching. The candidate teachers get big chances to implement their experience in teaching. The students’ perfectives are crucial for promoting teacher education programs’ outcomes. This study aimed at investigating the students’ views of thirty students from the English Language Education Program of FKIP-UIR. A combination of quantitative and qualitative techniques used in gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. The findings revealed that the entire sample of student has stated that they were having their own perspectives towards Microteaching and their opinion during microteaching sessions provides a scope to enhance their teaching skills for real teaching sessions. Based on the findings, these candidate teachers were glad to have real teaching session during microteaching class
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Areisy, Hafiidhiya Janata, Muhammad Akhyar, and Husin Bugis. "CORRELATION OF THE LEARNING ACHIEVEMENTS IN MICROTEACHING AND FIELD EXPERIENCE PROGRAM TO PREPAREDNESS TO BECOME TEACHERS OF THE STUDENTS OF THE STUDY PROGRAM OF MECHANICAL ENGINEERING EDUCATION OF THE CLASS OF 2012." Journal of Mechanical Engineering and Vocational Education (JoMEVE) 1, no. 1 (April 2, 2018): 20. http://dx.doi.org/10.20961/jomeve.v1i1.18976.
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The objectives of this research are to investigate: (1) the correlation between the learning achievement in Microteaching and the preparedness to become teachers of the students of the Mechanical Engineering Education of the Class of 2012; (2) the correlation between the learning achievement in Field Experience Program (PPL) and the preparedness to become teachers; (3) the correlation of the learning achievements in Microteaching and PPL to the preparedness to be teachers. Its population was all of the students as many as 69 of the Mechanical Engineering Education, the Class of 2012. The number of the samples of research was determined by using the simple random sampling technique. They consisted of 58 students. The data of research were collected through documentation for the variables of learning achievements in Microteaching and PPL and questionnaire for the variable of preparedness to become teachers. The data of research were analyzed by using the partial correlation analysis and multiple regression analysis at the significance level of 5%. The results of research show that (1) there is a positive and significant correlation between the learning achievement in Microteaching and the preparedness to become teachers; (2) there is a positive and significant correlation between the learning achievement in PPL and the preparedness to become teachers; and (3) there is a positive and significant correlation of the learning achievements in Microteaching and PPL to the preparedness to become teachers.
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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.
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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others.
Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis.
The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.
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Sa’diyah, Maemunah, Putri Angelina, Mohammad Muhyidin Nurzaelani, and Yuggo Afrianto. "Pengembangan modul mata kuliah microteaching ramah mahasiswa berkebutuhan khusus." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (April 6, 2021): 144. http://dx.doi.org/10.32832/tadibuna.v10i1.4270.
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<p class="15aJudulAbstractBInggris">Abstract</p><p class="15bIsiAbstractBInggris"><em>This study aims to develop a module that will help students improve their abilities in microteaching courses and be friendly with students with special needs. The microteaching course is one of the compulsory courses that students in the Islamic Religious Education study program must complete. This module was developed using the ADDIE method. Based on the research results, this module is adequate for use and is able to help students with special needs in mastering microteaching courses.</em></p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Penelitian ini bertujuan untuk mengembangkan modul yang akan membantu mahasiswa meningkatkan kemampuan dalam mata kuliah <em>microteaching</em> dan ramah dengan mahasiswa berkebutuhan khusus. Mata kuliah <em>microteaching</em> adalah salah satu mata kuliah wajib yang harus dituntaskan oleh mahasiswa di program studi Pendidikan Agama Islam. Modul ini dikembangkan dengan metode ADDIE. Berdasarkan hasil penelitian, modul ini memadai untuk digunakan dan mampu membantu mahasiswa berkebutuhan khusus dalam menguasai mata kuliah <em>microteaching</em>.</p>
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Sadikin, Ali, and Upik Yelianti. "Persepsi Mahasiswa Biologi Terhadap Pelaksanaan Pembelajaran Mikro." BIODIK 6, no. 1 (April 2, 2020): 96–110. http://dx.doi.org/10.22437/bio.v3i1.4582.
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Microteaching is a teaching exercise for prospective teachers with student conditions, material and time that have been arranged in such a way as to provide comfort for prospective teachers to practice teaching. The implementation of microteaching in the Biology Education Study Program FKIP Jambi University has been going on for a long time. Along with the times whether the microteaching is still relevant or the need for innovation, a survey is needed. Therefore this research was conducted with the aim to reveal the biology students' views on the implementation of microteaching. The method uses a descriptive approach with an instrument in the form of a questionnaire. The number of respondents was 270 students. The results of the study report that the implementation of microteaching is going well but needs to be improved in terms of facilities and infrastructure, additional time to practice and curriculum adjustments needed in schools.
Keywords: Perseption, microteaching, biology students.
ABSTRAK.
Microteaching merupakan latihan mengajar bagi calon guru dengan kondisi siswa, materi dan waktu yang telah diatur sedemikian rupa guna memberikan rasa nyaman bagi calon guru untuk latihan mengajar. Pelaksanaan microteaching di prodi pendidikan biologi FKIP Universitas Jambi sudah lama berlangsung. Seiring dengan perkembangan zaman apakah microteaching tersebut masih relevan atau perlu adanya inovasi perlu diadakan survei. Maka dari itu dilakukan penelitian ini dengan tujuan untuk mengungkap pandangan mahasiswa biologi terhadap pelaksanaan microteaching. Metode menggunakan pendekatan deskriptif dengan instrumen berupa angket. Jumlah responden 270 orang mahasiswa. Hasil penelitian melaporkan pelaksanaan microteaching berlangsung baik tetapi perlu diperbaiki dari segi sarana dan prasarana, tambahan waktu untuk berlatih dan penyesuaian kurikulum yang dibutuhkan di sekolah.
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Nurwahidah, Indri. "KEMAMPUAN KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU IPA PROGRAM STUDI PENDIDIAN IPA." EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran 1, no. 2 (June 2, 2020): 22–33. http://dx.doi.org/10.37859/eduteach.v1i2.1957.
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Penerapan keterampilan dasar mengajar sangat penting untuk dilakukan oleh guru agar penyampaikan materi pembelajaran dapat berjalan dengan lancar, efektif, efisien, dan profesional. Tujuan penelitian ini adalah untuk mengetahui kemampuan keterampilan dasar mengajar mahasiswa calon guru IPA pada mata kuliah microteaching. Jenis penelitian yang digunakan adalah penelitian kualitatif deskriptif untuk menggambarkan secara deskriptif kemampuan keterampilan dasar mengajar mahasiswa calon guru IPA pada mata kuliah microteaching. Berdasarkan hasil penelitian diketahui bahwa nila rata-rata keterampilan dasar mengajar pada latihan mengajar ke-1 dan ke-2 adalah 67 pada kategori baik. Dapat disimpulkan bahwa rata-rata kemampuan keterampilan dasar mengajar mahasiswa calon guru IPA pada program studi pendidikan IPA Universitas Ivet dalam kategori baik.
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Komolafe, Blessing F., Moses O. Ogunniran, Fen Y. Zhang, and Xu S. Qian. "A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 356–73. http://dx.doi.org/10.33225/jbse/20.19.356.
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Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom’s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs’ psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs’ to master the subject concept of physics as a psycho motive subject. Keywords: micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program.
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Fitriati, Sri Wuli, and Alief Noor Farida. "PENINGKATAN KOMPETENSI GURU DALAM SPEAKING ENGLISH FOR INSTRUCTIONAL PURPOSES UNTUK PENGAJARAN BILINGUAL DI SD ISLAM AL AZHAR 29 BSB SEMARANG." Rekayasa 16, no. 2 (January 8, 2019): 199–208. http://dx.doi.org/10.15294/rekayasa.v16i2.17515.
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Memperkuat Sejak tahun 2016, SD Islam Al Azhar 29 BSB Semarang merintis pengajaran bilingual (yaitu, pengajaran dalam dua bahasa, Bahasa Indonesia dan Bahasa Inggris) untuk mata pelajaran Matematika dan IPA. Tantangan utama program ini adalah kompetensi guru dalam berbahasa Inggris. Oleh karena itu, dibutuhkan pelatihan peningkatan kemampuan guru berbahasa Inggris, khususnya Speaking English for Instructional Purposes. Pelatihan yang bertujuan untuk mempersiapkan penyelenggaraan kelas bilingual ini dilaksanakan dalam lima kali pertemuan. Setiap pertemuan berlangsung selama 2 – 2,5 jam. Teknik kegiatan meliputi: pronunciation drills, group and class discussions, modelling, penyusunan skenario pengajaran (teaching scenario), dan microteaching. Peserta selalu antusias dalam setiap kegiatan. Setiap sesi microteaching berakhir, dilakukan refleksi. Feedback dari peserta lain terhadap guru yang melakukan microteaching sangat supportif dan konstruktif. Pada akhir pelatihan, terdapat peningkatan kompetensi guru-guru peserta pelatihan dalam menggunakan ungkapan-ungkapan bahasa Inggris untuk tujuan pengajaran. Mereka tampak lebih percaya diri dan lebih lancar berkomunikasi dalam bahasa Inggris. Pihak sekolah mengharapkan pelatihan berkelanjutan untuk menyukseskan program pengajaran bilingual di sekolah.
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AL-Salahat, Mohammad Mousa, and Suhib Saleem Saleem. "The Impact of Microteaching on Professional Competencies of Pre-Service Teachers of Students with Learning Disabilities." International Research in Education 4, no. 2 (April 13, 2016): 1. http://dx.doi.org/10.5296/ire.v4i2.9133.
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The aim of the present study was to examine the impact of microteaching on professional competence among four pre-service student teachers enrolled in the program of special education for students of learning disabilities in the Faculty of Education. The researchers indicated the theoretical conceptions of professional competencies, pre-service training, practicum in learning disabilities, and microteaching. The study conducted through three stages: baseline, intervention, and follow up. The researchers used a checklist as the tool of the study. The study was conducted during the field training of the subjects as they were asked to prepare and carry out the entire individual teaching lesson in the resource rooms affiliated to the public education schools. Microteaching sessions were also administrated at the university campus in Najran. The results of the study indicated significant improvements in the professional competencies among the four pre- service students as it was moderate at baseline (68%) for the four participating pre-service students. The subjects maintained the targeted skills in one measurement and after two weeks of the study (89%) indicating the significance of the microteaching in developing pre- service teachers required skills.
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Wijayanti, Palupi Sri, Juang Kurniawan Syahruzah, Septian Aji Permana, Supri Hartanto, and Esti Setiawati. "Supervisory Pattern of Microteaching for SEA TEACHER Program: Student Perception." Universal Journal of Educational Research 8, no. 11B (November 2020): 5824–32. http://dx.doi.org/10.13189/ujer.2020.082216.
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Hanik, Nur Rokhimah, and Sri Harsono. "Peningkatan Kemampuan Penyusunan Perangkat Pembelajaran pada Mata Kuliah Microteaching Melalui Pembelajaran Berbasis Lesson Study." Jurnal Ilmiah Profesi Pendidikan 6, no. 1 (May 5, 2021): 22–29. http://dx.doi.org/10.29303/jipp.v6i1.139.
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Tujuan yang ingin dicapai pada penelitian ini adalah;1. Untuk meningkatkan kemampuan mahasiswa dalam penyusunan perangkat pembelajaran pada mata kuliah Microteaching melalui pembelajaran yang berbasis lesson study 2. Untuk meningkatkan kemampuan mahasiswa dalam pelaksanaan proses pembelajaran pada mata kuliah Microteaching melalui pembelajaran yang berbasis lesson study. Metode penelitian yang digunakan adalah Penelitian eksplorasi. Subyek penelitian yang digunakan adalah mahasiswa semester VI regular program studi pendidikan Biologi FKIP Univet Bantara Sukoharjo angkatan 2016/2017 pengambil mata kuliah Microteaching sebanyak 13 orang. Waktu penelitian mulai bulan April sampai Agustus 2019. Data penelitian berupa kemampuan pembuatan perangkat pembelajaran dan kemampuan pelaksanan pembelajaran diperoleh dengan instrumen penilaian yang berupa lembar observasi. Tehnik analisis dana dengan analisa kwalitatif komparasi dengan membandingkan peningkatan kemampuan sebelum pembelajaran dengan lesson study dengan pembelajaran berbasis lesson study. Dari pembelajaran Microteaching berbasis Lesson Study diperoleh hasil terjadi peningkatan nilai rata-rata untuk kemampuan penyusunan Perangkat Pembelajaran dari 77,84 menjadi 89,77 ( 15,69%) dan untuk kemampuan pelaksanaan pembelajaran dari 77,08 menjadi 88,23 (14,23%). Kategori nilai untuk Perangkat Pembelajaran sebelum Lesson Study A=0, B=12 dan C=1. Sedangkan Perangkat Pembelajaran Lesson Study kategori nilai A=11 orang dan B=2 orang, sedang kemampuan pelaksanaan pembelajaran sebelum Lesson Study kategori nilai A=0, B=11 dan C=2, sedangkan kemampuan pelaksanaan pembelajaran setelah Lesson Study kategori nilai A= 8 orang dan kategori B= 5 orang. Dengan demikian dapat disimpulkan bahwa pembelajaran Microteaching berbasis Lesson Stady dapat meningkatkan kemampuan mahasiswa dalam penyusunan perangkat pembelajaran dan kemampuan pelaksanaan pembelajaran.
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Hapsari, Anita Galuh Sri, and Paulus Kuswandono. "DESIGNING PROBLEM-BASED LEARNING THROUGH NARRATIVE STORIES FOR MICROTEACHING CLASS USING ADDIE MODEL." JEELS (Journal of English Education and Linguistics Studies) 7, no. 2 (October 23, 2020): 187–217. http://dx.doi.org/10.30762/jeels.v7i2.2133.
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This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.
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Widiyati, Elok. "The Application of Questioning Skill as a Scientific Approach in Microteaching Practice." Journal of Advanced Multidisciplinary Research 1, no. 2 (December 31, 2020): 106. http://dx.doi.org/10.30659/jamr.1.2.106-120.
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This study aims to know the pre-service teachers� skill in teaching by using scientific approach for providing their teaching performance in Internship Program 3. The population of this study was the students of English Education Study Program. Meanwhile, the sample of this study was the students of sixth semester taking Microteaching. This study used qualitative descriptive research. The steps of this study were collecting the data from the sample containing observation and questionnaire. Besides, the data analysis method of this study was data collection and tabulation, they were coding and arranging the data. Hence, the arranged data was interpreted descriptively. The specific goal of this study was to know how the students applied their potential in questioning skill while practicing Microteaching. From the result of question lists in teaching scenario created by the students of Microteaching, it can be concluded that not all of six types of questions were applied by the students. Only four types of questions, they were direct question 34.2%, general and open questions 28.1%, rhetorical question 10.3%, and factual question 27.4%. In other hand, for the types of feedback questions and leading questions were not used at all by the students. For the three main aspects of difficulties faced by the students in questioning aspect skill were the conducive teaching atmosphere 16%, improving students� activity 14,2%, and the overall spread questions 13.5%.
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Triyana, Illah Winiati, and Junaidah Wildani. "Integrasi Penilaian Formatif Pada Pembelajaran Microteaching di Prodi Pendidikan Matematika Universitas Qomaruddin." PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 5, no. 1 (April 30, 2021): 38. http://dx.doi.org/10.26858/pembelajar.v5i1.15169.
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This study aims to integrate formative assessment into microteaching course and to know students’ response toward the integration of formative assessment into microteaching course. To achieve these goals, the researcher applied pra-experimental research design in the type of one-shot case study with the subject of this study is students from mathematics education study program in semester six 2019-2020 academic year. The instrument used to collect the data for is student questioner which has been validated by two experts. The result of data analysis shows that formative assessment has been very well integrated to microteaching learning and 100% students agreed and very agreed that formative assessment helps them in knowing what to do to achieve their knowledge and skill target. 95,85% students agreed and very agreed that formative assessment helps them in knowing their knowledge and skill target. 93,75% students agreed and very agreed that through the integration of formative assessment, they are motivated to improve their knowledge and skill. 93,7% students agreed and very agreed that formative assessment helps them knowing what they know and what they skilled. 91,68% students agreed and very agreed that through integration of formative assessment they become independent learners.
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Birney, Lauren B., Joyce Kong, Brian R. Evans, Macey Danker, and Kathleen Grieser. "Microteaching: An Introspective Case Study with Middle School Teachers in New York City Public Schools." Journal of Curriculum and Teaching 6, no. 2 (August 21, 2017): 1. http://dx.doi.org/10.5430/jct.v6n2p1.
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The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brieflesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows’micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERSinitiative, which focused on harbor restoration learning within a STEM context. By conducting field studies atrestoration stations that students set up near their schools, students across all schools learned about the biology,chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporatedlessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed forteachers to gain insight as to how the curriculum was being implemented into other teachers’ classrooms. It permittedfor teachers’ exposure to the various teaching methods and resources being used to assist underrepresented studentsand students where English is a second language.
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Nurmasyitah, Nurmasyitah. "Analisis Keterampilan Mengajar Mahasiswa Pendidikan Fisika Pada Mata Kuliah Microteaching." Jurnal Pendidikan Fisika 9, no. 1 (March 25, 2021): 102. http://dx.doi.org/10.24127/jpf.v9i1.3527.
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Tujuan dari penelitian ini adalah mengetahui keterampilan dasar mengajar mahasiswa pendidikan fisika pada mata kuliah microteaching. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 19 mahasiswa angkatan 2018 Program Studi Pendidikan Fisika. Instrumen yang digunakan adalah lembar rubrik penilaian keterampilan mengajar. Teknik analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian yang diperoleh mahasiswa dalam latihan megajar I dan II antara lain: (1) Keterampilan membuka pelajaran dengan kriteria terampil, dengan nilai sebesar 73,45 dan 78,39; (2) Keterampilan menjelaskan dengan kriteria terampil, dengan nilai sebesar 74,81 dan 79,04; (3) Keterampilan bertanya dengan kriteria terampil, dengan nilai sebesar 72,91 dan 76,16; (4) keterampilan mengadakan penguatan dengan kriteria terampil, dengan nilai sebesar 75,19 dan 78,88; (5) Keterampilan mengadakan variasi dengan kriteria terampil, dengan nilai sebesar 74,21 dan 80,12; (6) Keterampilan menutup pelajaran dengan kriteria terampil, dengan nilai sebesar 74,79 dan 79,56 (7) Menyiapkan perangkat RPP dengan kriteria terampil, dengan nilai sebesar 75,21 dan 79,84. Mahasiswa yang mengikuti mata kuliah microteaching, diharapkan mengetahui keterampilan dasar mengajar. Sehingga mahasiswa siap untuk melaksanakan praktek mengajar langsung ke sekolah.
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Safriana, Safriana, and Marina Marina. "PENGEMBANGAN PERANGKAT PENGAJARAN MIKRO BERBASIS LESSON STUDY UNTUK MENINGKATKAN PEDAGOGICAL CONTENT KNOWLEDGE MAHASISWA CALON GURU FISIKA." Jurnal Pendidikan Sains Indonesia 7, no. 2 (June 16, 2020): 79–90. http://dx.doi.org/10.24815/jpsi.v7i2.14643.
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Kemampuan PCK merupakan elemen penting dalam menentukan keberhasilan seorang guru dalam mengajar dan menentukan pengajaran yang efektif di kelas.Melalui pengajaran mikro diharapkan mahasiswa mampu mengembangkan kemampuan PCK dengan baik.Namun, berdasarkan hasil observasi memperlihatkan bahwa kemampuan PCK mahasiswa masih belum mencapai standar yang diharapkan. Hal tersebut dikarenakan dalam pengajaran mikro selama ini masih sangat monoton, mahasiswa hanya menyimak dan hanya beberapa mahasiswa saja yang melakukan bimbingan dengan dosen tentang RPP, silabus dan media yang akan digunakan. Tujuan penelitian ini adalah mengembangkan perangkat pengajaran mikro berbasis lesson study dan menerapkannya untuk meningkatkan kemampuan PCK mahasiswa calon guru pada program studi pendidikan fisika FKIP Unimal. Penelitian ini merupakan penelitian pengembangan dengan pendekatan design research. Kegiatan awal dalam penelitian pengembangan ini adalah penyusunan perangkat perkuliahan dan instrumen penelitian kemudian diuji dan direvisi.Subjek penelitian adalah mahasiswa program studi pendidikan fisika yang mendaftarkan mata kuliah pengajaran mikro pada semester VI tahun ajaran 2018/2019.Hasil penelitian menunjukkan bahwa peningkatan pada setiap komponen PCK terjadi setelah pada siklus kedua, yaitukomponen pengetahuan pengajaran, pengetahuan siswa dan pengetahuan materi.Secara keseluruhan komponen pedagogical content knowledge setiap mahasiswa calon guru pada prodi pendidikan fisika FKIP Universitas Malikussaleh meningkat signifikan melebihi 50% pada level 2 atau level tertinggi dengan pembelajaran microteaching berbasis lesson study. Oleh karena itu, pada siklus kedua tidak dilakukan revisi lagi dan dianggap draft perangkat perkuliahan pada siklus kedua sudah mencapai tujuan dari penelitian ini. Perangkat perkuliahan yang telah dihasilkan dalam penelitian ini adalah Rencana Pembelajaran Semester (RPS) dan Buku ajar microteaching berbasis Lesson Study.
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Zacharias, Nugrahenny T. "Exploring identity construction of student teachers practicing ELF pedagogy in a microteaching course." Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 321–39. http://dx.doi.org/10.1075/japc.26.2.08zac.
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This paper reports on the results of a qualitative study that explored the experiences of a group of student-teachers (STs) in Indonesia as they undertook a microteaching course as part of their undergraduate teacher training program. Grounded in the notions of ‘teacher identity as the process of becoming’ (Britzman, 2003) and ‘identity in practice’ (Varghese et al., 2005), the present paper examines how participation in a microteaching course that oriented STs to ELF pedagogy affected the formation of teacher identities amongst one group of STs in Indonesia. Data were gathered from three post-mini lesson interviews with individual STs and STs’ mini lessons. The findings show a positive relationship between ELF pedagogy, STs’ perception of their teacher role and their identity construction. Many STs’ identity construction appears to be informed by their concerns of the hegemonic presence of English in the local community and their role primarily as a revival of Indonesian cultures. Although the majority of STs showed a general agreement towards the need to construct a teacher identity independent of native-speaker norms, a few STs continued to believe the importance of teachers to speak Standard English due to its marketability potential.
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Etzold, Daniel, and Marc Krüger. "Development of Communication Competence in Pre-Service Vocational Education Teacher Training." Higher Education Studies 11, no. 4 (September 23, 2021): 31. http://dx.doi.org/10.5539/hes.v11n4p31.
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This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master’s degree (MEd) in vocational education at the FH Münster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.
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Lee, Yong-Jik, and Robert Davis. "Pre-service teachers’ self-efficacy through ESL microteaching experiences in a US teacher education program." Secondary English Education 12, no. 1 (February 28, 2019): 153–73. http://dx.doi.org/10.20487/kasee.12.1.201902.153.
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Jayanti, Ummi Nur Afinni Dwi, Miza Nina Adlini, and Khairuna Khairuna. "PROFIL KETERAMPILAN MENYUSUN SKENARIO PEMBELAJARAN MAHASISWA CALON GURU BIOLOGI PERGURUAN TINGGI KEAGAMAAN." Jurnal Biolokus 3, no. 1 (August 10, 2020): 265. http://dx.doi.org/10.30821/biolokus.v3i1.720.
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<p>Salah satu keterampilan dasar mengajar yang harus dimiliki seorang guru yaitu keterampilan menyusun skenario pembelajaran. Keterampilan ini mencakup bagaimana guru terampil dalam menyusun tahapan kegiatan pembelajaran, pemilihan media dan instrumen pembelajaran serta alokasi waktu untuk memfasilitasi peserta didik dalam belajar. Penelitian ini bertujuan untuk megetahui tingkat keterampilan mahasiswa calon guru biologi yang menempuh perkuliahan di perguruan tinggi keagamaan dalam menyusun skenario pembelajaran biologi. Subjek penelitian merupakan mahasiswa Program Studi Pendidikan Biologi yang sedang menempuh semester akhir. Sampel diambil melalui metode<em> purposive sampling </em>dengan kriteria<em> </em>mahasiswa<em> </em>tersebut telah menempuh mata kuliah <em>Microteaching </em>dan PPL. Instrumen penelitian yaitu angket penilaian Rencana Perencanaan Pembelajaran. Hasil analisis data menunjukkan mahasiswa masih kurang terampil dalam menyusun skenario pembelajaran biologi. Hasil dari penelitian ini dapat dijadikan sebagai salah satu informasi bagi calon guru khususnya guru biologi untuk meningkatkan keterampilannya dalam menyusun skenario pembelajaran. Selain itu, dosen pengampu mata kuliah perencanaan pembelajaran dan <em>microteaching</em> dapat menjadikan hasil penelitian ini sebagai salah satu tolak ukur untuk merancang kegiatan perkuliahan yang mampu memfasilitasi perkembangan keterampilan mahasiswa calon guru biologi dalam menyusun skenario pembelajaran.</p>
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Cinici, Ayhan. "Pre-service Teachers’ Science Teaching Self-efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program." Mentoring & Tutoring: Partnership in Learning 24, no. 3 (May 26, 2016): 228–49. http://dx.doi.org/10.1080/13611267.2016.1222812.
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Koross, Rachel. "Micro Teaching an Efficient Technique for Learning Effective Teaching Skills: Pre-service Teachers’ Perspective." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455–2526) 4, no. 2 (September 2, 2016): 289. http://dx.doi.org/10.21013/irajems.v4.n2.p7.
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<div><p><em>Micro teaching is a method that has been used since 1960s in teaching and learning environments to enhance prospective teacher’ instructional experiences. Microteaching is a remarkable technique that is used in teacher education programs to offer valuable opportunities for trainee teachers to develop effective teaching strategies. The main purpose of this paper is to examine the experiences, competencies, and perceptions of 100 pre-service teacher trainees from the Kiswahili language Education program in the school of education, University of Eldoret Kenya. A combinations of quantitative and qualitative techniques were used and a questionnaire and focus group interview were used to collect data from the respondents. The findings indicate that prospective teachers gained a variety of experiences and competencies from micro teaching and that majority of them have positive attitudes toward micro teaching as a training technique. </em></p></div>
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Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.
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Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual interviews. The findings of the study indicated the complexity of practicing EIL pedagogy in the classroom. BESTs were enthusiastic about EIL pedagogy that they voluntarily decided to continue practicing the pedagogy during the teaching practice. Despite the enthusiasm in practicing EIL, the study points to the limited understanding BESTs have of EIL pedagogy when it relates to setting pedagogic models. Although some BESTs did attempt to bring local Englishes into the classroom, it seems they continue to perceive Native English Speakers (NES)/standard English as the desirable pedagogical models. The paper ends with specific suggestions for preservice teacher education program to better prepare BESTs to teach English in the era of World English particularly in Expanding circle countries.
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Sadikin, Ali, and Jodion Siburian. "Analisis pelaksanaan Pengenalan Lapangan Persekolahan (PLP) FKIP Universitas Jambi bidang studi pendidikan biologi di SMA PGRI Jambi." BIOEDUSCIENCE: Jurnal Pendidikan Biologi dan Sains 3, no. 2 (December 31, 2019): 90–99. http://dx.doi.org/10.29405/j.bes/3290-993562.
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Tujuan penelitian ini adalah untuk mengetahui proses pelaksanaan PLP FKIP Universitas Jambi di SMA PGRI Jambi. Metode peletian yang digunakan adalah deskriptif kualitatif. Subyek penelitian adalah mahasiswa biologi yang melaksanakan PLP di SMA PGRI Jambi. Analisis data (1) reduksi data, (2) penyajian data dan (3) penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa pelaksanaan PLP di SMA PGRI Jambi cukup baik. Kesimpulan dari penelitian ini adalah proses pelaksanaan PLP di SMA PGRI Jambi belum maksimal. Ada sebagian yang sudah sesuai panduan ada yang belum sesuai panduan tetapi masih mengikuti gaya PPL. Adapun yang sudah terlaksana adalah mengenal lingkungan sekolah, kegiatan administrasi pendidikan, penyusunan silabus, RPP, menentukan metode, media dan model pembelajaran, namun contoh dari guru pamong tidak ada. Kegiatan penilaian, analisis nilai, penentuan jam efektif, program tahunan dan program semester tidak diajarkan. Menjadi masukan PLP Kedepan adalah perlunya kelas microteaching, penambahan waktu dan penguasaan kurikulum.
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Yunianta, Tri Nova Hasti. "Developing Creativity and Professional Attitude of Mathematic Student Teachers in Microteaching Subject." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 1 (January 16, 2018): 51–60. http://dx.doi.org/10.24246/j.js.2018.v8.i1.p51-60.
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The purpose of this qualitative descriptive research is to describe the professional attitude and creativity building of mathematics student teachers during the microteaching course. The study was conducted on May 8, 2017 until June 23, 2017. There were 17 students from Mathematics Education Study Program, Faculty of Teacher Training and Education, Satya Wacana Christian University. Data collection techniques used the observation methods, open questionnaires, and documentation. The training is to build a professional attitude, begins with the exercise of disciplinary rules in which the student must arrive on time, wear the appropriate shirts as the faculty suggested, collect the tasks of the learning device on time, and for later attire, students have to wear white shirts, black trouser/ long skirt, blazer, pantofel boots, and a tie for both male and female, except the ones with hijabs. The training to build students' creativity begins by creating an exciting way of learning, planning the contents of learning with contemporary models that are currently developing, making closing activities in accordance with selected learning models, making lesson plans equipped with presentation slide with specific slide limits, creating a worksheet that can keep students active with certain page number limitation, then students may create additional other learning medias. Performing those attitude, blended with well-designed stages, the students can feel there is a change in themselves. Changes in attitudes and experiences experienced by students in this learning are the focus of this qualitative research description.
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Agoestyowati, Redjeki. "Online Teachers Training: Increasing Elementary School Teachers’ Ability in Daily Speaking English for Bilingual." JIRA: Jurnal Inovasi dan Riset Akademik 2, no. 8 (August 29, 2021): 1315–21. http://dx.doi.org/10.47387/jira.v2i8.217.
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Bilingual class (Indonesian and English) for some lessons must be done in Islamic Elementary School of Al Azhar 17 Bintaro. Therefore, English Training for teacher was conducted. This program was a challenge for all teachers of SD Al Azhar 17 Bintaro to improve their competence in teaching by using two languages and to improve the ability of using English for daily communication with students. The aims of the training was to prepare the implementation of bilingual classes that was done 10 meetings and each meeting was done 4 hours. English Teacher Training Program include: games and icebreaking, group and class discussions, role-play, sharing session, microteaching (presentation), and feedback evaluation. Participants were always enthusiastic in doing all activities. Feedback from other participants was very good. At the end of the training, there was an increase in the competence of all participants in using English expressions for teaching purposes. They seem more confident and communicate more fluently in English. The school hopes that the bilingual training program in schools will continue to be a success.
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Susanto, Herry Agus, Erika Laras Astutiningtyas, and Dewi Susilowati. "MICROTEACHING DALAM JARINGAN BERBASIS LESSON STUDY DAN PENINGKATAN KETERAMPILAN MENGAJAR SERTA PENGEMBANGAN LESSON PLAN." Delta: Jurnal Ilmiah Pendidikan Matematika 9, no. 2 (July 4, 2021): 243. http://dx.doi.org/10.31941/delta.v9i2.1406.
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<p class="Els-keywords">The purpose of this study is to improve skills in developing Lesson Plans and teaching skills for students. This type of research is a descriptive study with a qualitative approach. The research subjects were 11 students of the Mathematics Education Study Program, Teacher Training and Education Faculty, Universitas Veteran Bangun Nusantara Sukoharjo. The research was conducted on Microteaching Courses which were conducted based on Lesson Study. Recovery is carried out in a network using several platforms, namely: YouTube, the Learning System in the Universitas Veteran Bangun Nusantara Sukoharjo Network with the Moodle, Zoom, and WhatsApp application platforms. The method of data collection is carried out by the method of observation. The instruments used in this study were: Teaching skills assessment sheet and lesson plan assessment sheet. The two instruments are carried out to assess teaching skills and the Learning Implementation Plan in Open Lesson I, II, and III. Based on the results of the study, it was found that the change in the average score of 11 students who practiced their skills in developing Lesson Plans starting from 76.636; 84,182; 88,364. For teaching skills, the changes are as follows: 76,818; 83,909; 87,182. So the result of this research is that the implementation of Microteaching in a network based on Lesson Study can improve students' abilities in compiling Lesson Plans and student teaching skills.</p>
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Darmayenti, Darmayenti, Besral Besral, and Martin Kustati. "English Skills Based Microteaching: An Effective Model in Enhancing English Student Teachers’ Teaching Skills." Al-Ta lim Journal 26, no. 1 (February 28, 2019): 23–37. http://dx.doi.org/10.15548/jt.v26i1.556.
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Building basic teaching and English skills for student teachers need appropriate and effective teaching model. The current study aimed at designing a model of Micro-teaching Based-English Skill for undergraduates English program at State Islamic University. Research and Development type was used to develop the model. The subjects of this study were seven groups of students (each consist of 12 students) and seven lecturers. Two groups were cluster randomly selected participate in this study. Pre-test and post-test design of experimental research model has been used without the control group and followed by treatment for 8 weeks prior to their teaching practice in the nearby schools. Data were taken from observations, questionnaires, and test. The results showed that Micro-teaching Based-English Skill model was appropriate for the lecturers and students. The students’ basic teaching and their English skills were better improved. Therefore, this model is suggested to be implemented provided that both English skills and pedagogical one were the major expectation to be reached.
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Rianasari, Veronika Fitri, Beni Utomo, and Marcellynis Andy Rudhito. "Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 3, no. 1 (February 14, 2020): 1–14. http://dx.doi.org/10.31316/j.derivat.v3i1.624.
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AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly. Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG
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Febriana, Ester Putri, Tanti Listiani, and Henni Sitompul. "PENTINGNYA KOMPETENSI PROFESIONAL BAGI MAHASISWA CALON GURU KRISTEN DALAM KEGIATAN PEMBELAJARAN MATEMATIKA [THE IMPORTANCE OF PROFESSIONAL COMPETENCE FOR PRE-SERVICE CHRISTIAN TEACHERS IN MATHEMATICS LEARNING ACTIVITIES]." Polyglot: Jurnal Ilmiah 17, no. 1 (October 7, 2020): 121. http://dx.doi.org/10.19166/pji.v17i1.2442.
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<p>Schools are educational institutions that are primarily focused on achieving educational goals. In achieving these goals, schools need competent teachers. Competent teachers are teachers who have four teacher competencies, namely learning management (pedagogical competence), potential development (social competence), academic mastery (professional competence), and personality attitudes (personality competence). A teacher must possess these four teacher competencies in order to support his/her role as an educator. Based on the field experience program conducted by pre-service teachers, it is evident that pre-service teachers lack professional competence. The purpose of writing this paper is to further examine the importance of professional competence for pre-service teachers in supporting the ongoing learning activities at a school, especially for a Christian teacher. The importance of professional competence for a pre-service teacher can provide confidence when teaching, the capacity to guide in mathematics learning activities, and the ability to carry out his/her role as a restoration agent. To improve professional competence, teachers should conduct microteaching activities, study, and attend seminars and other benefical activities.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Sekolah merupakan lembaga pendidikan yang paling utama berfokus kepada pencapaian tujuan-tujuan pendidikan. Dalam mencapai tujuan pendidikan yang telah ditetapkan, sekolah membutuhkan seorang guru yang berkompeten. Guru yang berkompeten adalah guru yang memiliki empat kompetensi guru yaitu pengelolaan pembelajaran (kompetensi pedagogi), pengembangan potensi (kompetensi sosial), penguasaan akademik (kompetensi profesional), dan sikap kepribadian (kompetensi kepribadian). Keempat kompetensi guru tersebut haruslah dimiliki oleh seorang guru agar dapat mendukung perannya sebagai seorang pendidik. Berdasarkan program pengalaman lapangan yang telah dilakukan oleh mahasiswa calon guru, dapat dilihat bahwa mahasiswa calon guru masih kurang dalam kompetensi profesional. Tujuan penulisan paper ini untuk mengkaji tentang pentingnya kompetensi profesional bagi seorang mahasiswa calon guru dalam mendukung kegiatan pembelajaran yang sedang berlangsung di sekolah, terutama dalam diri seorang guru Kristen. Pentingnya kompetensi profesional bagi seorang mahasiswa calon guru, yaitu memberikan rasa percaya diri ketika mengajar, guru dapat menjadi penuntun dalam kegiatan pembelajaran matematika, serta guru dapat menjalankan perannya sebagai agen restorasi. Dalam meningkatkan kompetensi profesional, guru disarankan untuk dapat melakukan kegiatan microteaching, belajar, mengikuti seminar dan kegiatan-kegiatan yang dapat meningkatkan kompetensi tersebut.</p>
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Hali, Fitriyani, and Herlina Herlina. "Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka." Journal of Mathematics Education 3, no. 2 (November 21, 2018): 60–64. http://dx.doi.org/10.31327/jomedu.v3i2.842.
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One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.
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Setyaningrahayu, Indriretno, Pramusita Raring Widhi, and Elisabet Titik Murtisari. "The use of video-based reflection to facilitate pre-service English teachers’ self-reflection." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 2 (October 31, 2019): 147–65. http://dx.doi.org/10.25170/ijelt.v14i2.1443.
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As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.
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Boz, Yezdan, Betul Ekiz-Kiran, and Elif Selcan Kutucu. "Effect of practicum courses on pre-service teachers’ beliefs towards chemistry teaching: a year-long case study." Chemistry Education Research and Practice 20, no. 3 (2019): 509–21. http://dx.doi.org/10.1039/c9rp00022d.
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In this study, we examined the effect of School Experience (SE) and Practice Teaching (PT) courses on pre-service chemistry teachers’ beliefs towards chemistry teaching over a one-year period. To reach this purpose, participants’ beliefs and experiences towards chemistry teaching were monitored closely throughout the varied phases of the two practicum courses. Two pre-service chemistry teachers participated in the study. Data were collected via semi-structured interviews, observation notes, CoRes and reflection papers. Semi-structured interviews focusing on the pre-service teachers’ beliefs regarding chemistry teaching were conducted three times while participating in the SE and PT courses. During the PT course before their teaching experiences the participants prepared CoRes, and after their experiences they critiqued their own performances. Moreover, the participants were observed during their student-teaching experiences to identify how they transfer their beliefs into their teaching. Data were analyzed via inductive analyses. Results indicated that both pre-service teachers had stable core beliefs derived from their own experiences as students that remained constant during these courses and guided their practical instruction. Although both participants attended the same courses during the teacher education program, their attitudes while taking the educational courses were different. Factors that shaped pre-service teachers’ beliefs towards teaching were presented as the practicum courses enriched with CoRes and reflection papers, observing their mentors, experiences gained from microteaching sessions, and pedagogical and methods courses taken during the pre-service teacher education program. Implications for the formation of pre-service teachers’ beliefs towards teaching throughout pre-service teacher education programs were provided.
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Herlanti, Yanti. "AN ANALYSIS ON PEDAGOGY CONTENT ISLAMIC KNOWLEDGE OF INDONESIAN QUALIFICATION FRAMEWORK IN BIOLOGY ISLAMIC EDUCATION PROGRAM." TARBIYA: Journal of Education in Muslim Society 4, no. 2 (December 19, 2017): 176–83. http://dx.doi.org/10.15408/tjems.v4i2.6751.
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Abstract This study aims to analyze Pedagogy Content Islamic Knowledge (PCIK) on the Indonesian Qualification Framework (IQF) in Biology Islamic Education Study Program. The competence in Pedagogy Content Knowledge (PCK) is the achievement of Biology Education Program. The challenge faced by Biology Islamic Education program which lies under Islamic colleges and universities is to combine the program with the knowledge of Islam. The graduates of Biology Islamic Education program are required to master the Pedagogy Content Islamic Knowledge (PCIK). PCIK analysis was conducted qualitatively on Biology Islamic Education curriculum document at three state Islamic universities in Indonesia. The subjects of the study were three heads of study program, fourteen lecturers, and sixteen students. In-depth interviews, questionnaires, and discussions were conducted on the subjects. The results showed that PCIK is conceptually and textually seen in three subjects, namely capita selecta, microteaching practice, and school field practice. PCIK appeared in the scientific process, i.e. critical reflective activity on the significance of natural phenomena created by God. Abstrak Penelitian ini bertujuan untuk menganalisis Pedagogy Content Islamic Knowledge (PCIK) pada Kerangka Kualifikasi Nasional Indonesia (KKNI) Program Studi Tadris Biologi. Kemampuan Pedagogy Content Knowledge (PCK) merupakan capaian Program Studi Pendidikan Biologi. Bagi program studi Tadris Biologi di bawah naungan PTKI (Perguruan Tinggi Keagamaan Islam) memiliki tantangan satu tantangan lagi yaitu memadukan dengan pengetahuan islam. Keluaran dari Tadris Biologi dituntut kemampuan Pedagogy Content Islamic Knowledge (PCIK). Analisis PCIK dilakukan secara kualitatif terhadap dokumen kurikulum Tadris Biologi pada tiga UIN di Indonesia. Selain itu dilakukan wawancara mendalam, pengisian angket, dan diskusi terpumpun bersama narasumber yaitu tiga orang ketua program studi, empat belas dosen, dan enam belas mahasiswa. Hasil penelitian menunjukkan PCIK secara tekstual konseptual terlihat pada tiga matakuliah yaitu kapita selekta, praktik pengajaran mikro, dan praktik lapangan madrasah. PCIK muncul pada proses sains berupa kegiatan reflektif kritis terhadap hakekat fenomena alam yang diciptakan oleh Alloh swt. How to Cite : Herlanti, Y. (2017). An Analysis on Pedagogy Content Islamic Knowledge of Indonesian Qualification Framework in Biology Islamic Education Program. TARBIYA: Journal of Education in Muslim Society, 4(2), 176-183. doi:10.15408/tjems.v4i2.6751. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6751
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Rohmat, Rohmat. "Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject." TARBIYA: Journal of Education in Muslim Society 3, no. 2 (December 29, 2016): 227–41. http://dx.doi.org/10.15408/tjems.v3i2.4062.
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Abstract This research is intended to see students’ creativity level on microteaching subject of Islamic Education Major Program Faculty of Tarbiyah and Teachers’ Training of IAIN Surakarta in 2015. This research was descriptive. The 6th semester students of Islamic Education Major Program were the participants of this research in micro teaching class. Interview and document were used as the instruments with the microteaching lecturer as the informant. Interactive analysis was applied for data analysis. The results show that the quality of students’ creativity in developing lesson plan as follows: (1)The lesson plan (RPP) developed before teaching improves learning quality (2)the interactive activities mentioned in the lesson plan (RPP) contain the learning strategies and facilities encouraging teaching and learning process (3)learning goals were achieved during the teaching and learning process. (4)the learning techniques is associated with the component of instructional system (5)teaching media was used to conduct conducive learning situation (6)some contents emphasized in the lesson plan (RPP) were suitable with the instructions existed in course book and curriculum (7)some specific activities done by the students in the learning process are their ways to master the materials they taught (8)The learning focus is emphasized on PAIKEM (Active, Innovative, Creative, Effective, and Fun Learning) and on evaluation to check the result, process, and comprehensible instruction. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat kreatifitas siswa pada pembelajaran micro teaching pada jurusan Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta tahun 2015. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Populasi dalam penelitian ini adalah mahasiswa mata kuliah micro teaching semester VI. Instrumen penelitian yang digunakan adalah wawancara dan dokumen yang mana dosen mata kuliah tersebut menjadi informan penelitian. Hasil penelitian menunjukkan bahwa kreatifitas para siswa pada matakuliah micro teaching sebagai berikut: 1)Pembuatan RPP dapat meningkatkan kualitas pembelajaran. 2)kegiatan interaktif yang tertera dalam RPP berisi langkah-langkah strategi pembelajaran interaktif dan fasilitas yang mendukung proses belajar mengajar; 3)tujuan didapatkan dalam proses belajar mengajar. 4)teknik pembelajaran dilakukan dan disesuaikan dengan kandungan dari sistem instruksional. 5)penggunaan media ajar kondusif. 6)penekanan yang dipaparkan dalam RPP disesuaikan dnegan instruksi yang ada dalam buku dan kurikulum. 7)hal-hal spesifik yang dilakukan para mahasiswa dalam proses pembelajaran merupakan strategi untuk menguasai materi yang akan diajarkan. 8)fokus dalam pembelajaran ditekankan pada PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan) dan evaluasi untuk mengetahui hasil, proses, dan instruksi yang komprehensif. How to Cite : Rohmat. (2016) Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject. TARBIYA: Journal of Education in Muslim Society, 3(2), 227-241. doi:10.15408/tjems.v3i2.4062. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4062
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Timmermans, B., Y. Coveliers, F. L. Wuyts, and L. Van Looy. "Voice Training in Teacher Education: The Effect of Adding an Individualized Microteaching Session of 30 Minutes to the Regular 6-Hour Voice Training Program." Journal of Voice 26, no. 5 (September 2012): 669.e1–669.e9. http://dx.doi.org/10.1016/j.jvoice.2011.03.001.
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Sabilah, Fardini, Erlyna Abidasari, and H. Husamah. "Teacher professional education coaching to produce high quality lesson plan." Journal of Community Service and Empowerment 2, no. 1 (April 19, 2021): 13–21. http://dx.doi.org/10.22219/jcse.v2i1.15905.
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The Teacher Professional Education program (Program Profesi Guru/PPG) equips the teachers’ lifelong teaching skills and improves pedagogical knowledge to lead a successful profession as a teacher. However, the real condition in the SMPN 4 Malang suggested the opposite results, portraying the struggle of some PPG graduates in understanding the K-13 based curriculum, its planning the lesson plan and implementation in their class. This article aims to describe the community service activities teacher professional education coaching to produce high quality lesson plan. The Community Service team reaches out their hands to answer their needs by constructing a coaching and mentoring program in three phases, initiation, implementation and evaluation. Initiation process was done through seminar and focused group discussion, whereas the implementation focused on assisting the revised lesson plan and evaluating the document with the constructed evaluation instrument, then lastly evaluation was done in the microteaching and reflection stage. The results shows that the teachers were already aware of the process standards and content standards of lessons plan, in facts there were still some components that in practice didn’t written properly. Besides, there were also some parts of the lesson plan contents which didn’t match each other. To sum up, after this project, it is highly expected that the PPG graduates’ teachers in SMPN 4 Malang have less difficulties in understanding the government education regulation, in order to plan a more attractive and productive lesson as well as generate self-evaluation tool for further analysis or study. It is suggested to teachers to upgrade their lesson plan by implementing STEAM approach, 4Cs skills and using innovative teaching methods, besides the teachers still need good knowledge and practice in implementing sorts of online teaching platforms.
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HIDAYAH, NURUL. "ANALISIS KESIAPAN MAHASISWA PRODI PENDIDIKAN GURU MADRASAH IBTIDAIYAH SEBAGAI CALON PENDIDIK PROFESIONAL." Terampil : Jurnal Pendidikan dan Pembelajaran Dasar 5, no. 1 (October 24, 2018): 116. http://dx.doi.org/10.24042/terampil.v5i1.2936.
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Penelitian ini bertujuan untuk mendeskripsikan kesiapan mahasiswa Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Keguruan UIN Raden Intan Lampung sebagai calon pendidik profesional dibidang Pendidikan Dasar (SD/MI) melalui mata kuliah pembelajaran mikro (microteaching). Penelitian dilakukan dengan menggunakan pendekatan deskriptif kualitatif. Teknik sampling yang digunakan adalah teknik purposive sampling. Subyek penelitian mahasiswa yang mengambil mata kuliah pembelajaran mikro tahun akademik 2016/2017 sebanyak 5 orang. Metode pengumpulan data melalui lembar dokumentasi dan observasi. Analisa data melalui tiga tahap yaitu, reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Berdasarkan hasil analisis penelitian dapat disimpulkan bahwa dalam melakukan perencanaan pembelajaran mahasiswa praktikan sudah siap, yaitu mahasiswa menyiapkan silabus pembelajaran dan Rencana Pelaksanaan Pembelajaran (RPP) sudah terpenuhi dengan lengkap. Namun dalam melaksanakan kegiatan pembelajaran dengan komponen keterampilan dasar mengajar terdiri dari 8 keterampilan yaitu keterampilan membuka dan menutup pembelajaran, keterampilan menjelaskan, keterampilan mengadakan variasi, keterampilan memberi penguatan, keterampilan bertanya, keterampilan mengelola kelas, keterampilan mengajar kelompok kecil dan perorangan, keterampilan membimbing diskusi kelompok kecil masih belum dapat dilakukan dengan baik, terlihat pada komponen mengelola kelas mahasiswa pratikan tidak memberikan teguran kepada peserta didik karena rasa tidak enak karena peserta didik adalah teman sesama mahasiswa, dan membuat simpulan dari hasil diskusi kelompok untuk menutup diskusi. Kata kunci: Analisis, Kesiapan, Pendidik Profesional,
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S, Mulyatun. "ANALISIS KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU KIMIA (STUDI PADA PRAKTIK PENGALAMAN LAPANGAN MAHASISWA TADRIS KIMIA)." Phenomenon : Jurnal Pendidikan MIPA 4, no. 1 (February 23, 2016): 79–90. http://dx.doi.org/10.21580/phen.2014.4.1.112.
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Pembekalan praktis kependidikan bagi mahasiswa calon guru di LPTK mutlak diperlukan untuk meningkatkan kompetensi calon guru ke- tika terjun di dunia pendidikan. Pembekalan ini dapat dilakukan melalui berbagai kegiatan, diantaranya melalui praktik pengajaran secara mikro (microteaching) maupun melalui praktik mengajar secara riil di sekolah (Praktik Pengalaman Lapangan). Penelitian ini bertujuan untuk menge- tahui tingkat penguasaan keterampilan dasar mengajar calon guru Tadris Kimia Fakultas Tarbiyah IAIN Walisongo pada kegiatan Praktik Pengala- man Lapangan (PPL).Penelitian dilaksanakan di Program Studi Tadris Kimia Fakultas Tar- biyah IAIN Walisongo Semarang dengan melibatkan mahasiswa Tadris Kimia yang mengambil mata kuliah Praktik Pengalaman Lapangan. Data diperoleh dengan metode observasi pada kegiatan pembelajaran di kelas oleh mahasiswa calon guru Kimia. Delapan keterampilan dasar mengajar mahasiswa diamati dan dianalisis pada pelaksanaan Praktik Pengalaman Lapangan meliputi (1) Keterampilan bertanya, (2) Keterampilan mem- beri penguatan, (3) Keterampilan mengadakan variasi, (4) Keterampilan menjelaskan, (5) Keterampilan membuka dan menutup pelajaran, (6) Ket- erampilan membimbing diskusi kelompok kecil, (7) Keterampilan menge- lola kelas, (8) Keterampilan mengajar kelompok kecil dan perorangan.Delapan keterampilan dasar mengajar Mahasiswa Tadris Kimia pada pelaksanaan PPL secara keseluruhan adalah baik dangan persentase pe- nilaian mencapai 69,59%. Keterampilan dasar mengajar mahasiswa Tad- ris Kimia yang paling menonjol adalah ketrampilan memberi penguatan (74,14%), sedangkan ketrampilan yang paling rendah adalah keterampilan mengadakan variasi (64,86%).
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Abidin, Zaenal. "Pelatihan penerapan pembelajaran “PAIKEM” Bagi Guru Sekolah Dasar Muhammadiyah di Desa Randu, Kec. Subah, Kab. Batang Tahun 2010." Warta LPM 19, no. 3 (January 23, 2017): 111–19. http://dx.doi.org/10.23917/warta.v19i3.3230.
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Learning is an urgent issue in educating nations, to build natonal character, and to set up the noble moral. This clearly defined in the function and the objective ofnational education, that the national education functioned to develop the ability, tobuild character, and to raise the value of national civilization in order to brightennational life. Its goal is to develop the potential of the student in order to be a faithfuland pious person toward God the One, to have the good moral, to be healthy, learned,be capable, creative, autonomous, and to become a democrative and responsiblecitizen.Desa Randu, Kecamatan Subah is the supportive area in Kabupaten Batang. Desa Randu is one of the Branch of Muhammadiyah which quite progressive in Kecamatan Subah, but most of the school development in Kecamatan Subah not welldeveloped yet.In order to fulfill the need, so it necessary to held a training and teaching practices in Microteaching that conditioned as the active learning to the teacher especially the private teachers (Muhammadiyah) with the materials designed by and for the teacher in Teaching and Learning Process.The method used to realizationing this program is in form of training to design PAIKEM Learning (Active, innovative, creative, effective, and exciting) for teacherin SMP Darul Hijrah Desa Randu, Kecamatan Subah Kabupaten Batang.After training, the teacher feel the benefit of participative learning model alsothey feel happy about the training.
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Wulandari, Enika. "Profil Kemampuan Menyusun Rencana Pembelajaran Saintifik oleh Calon Guru Mata Pelajaran Matematika." Jurnal Pengembangan Pembelajaran Matematika 1, no. 2 (August 31, 2019): 30–37. http://dx.doi.org/10.14421/jppm.2019.012-03.
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Pokok kajian dalam penelitian kualitatif ini adalah kemampuan mahasiswa menyusun Rencana Pelaksanaan Pembelajaran (RPP) dengan pendekatan saintifik pada mata pelajaran Matematika. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek populasi dalam penelitian ini adalah 16 mahasiswa Program Studi Tadris Matematika IAIN Salatiga yang mengikuti mata kuliah Microteaching kelas I pada semester genap tahun akademik 2018/2019. Instrumen yang digunakan dalam penelitian ini berupa pedoman observasi RPP, polling, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa: 1) penyusunan RPP yang dilaksanakan oleh mahasiswa sebagai calon guru bersifat menyesuaikan dan mengacu pada rujukan di internet dan buku siswa Kurikulum 2013, 2) Sebagian mahasiswa sebagai calon guru belum mengetahui revisi Kurikulum 2013 yang didasarkan pada Permendikbud No. 22 Tahun 2016 yang mempengaruhi penyusunan RPP dari aspek kompetensi, dan 3). Berdasarkan pengambilan data, ditemukan kesalahan dalam mencantumkan kompetensi dasar, menyusun indikator pencapaian kompetensi, menyusun tujuan pembelajaran dengan aspek ”condition” yang belum spesifik dan tanpa kriteria “degree”, ditemukan RPP yang tidak menyertakan uraian materi dalam RPP, sebagian kecil materi dan LKPD menggunakan konteks dan masalah bermuatan HOTS (Higher Order Thinking Skill), sebagian mahasiswa menguraikan materi dan menyusun LKPD secara kontekstual, mahasiswa menggunakan model pembelajaran yang dapat memfasilitasi pendekatan saintifik akan tetapi mengalami ketidakpahaman dalam menentukan sintaks RPP yang menggunakan variasi pendekatan dan model pembelajaran, seluruh mahasiswa mencantumkan sumber belajar yang sesuai dengan tujuan pembelajaran, seluruh mahasiswa mencantumkan perlengkapan pembelajaran dengan memanfaatkan ICT
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Suryani, Fitri Budi, and Rismiyanto Rismiyanto. "The effect of microteaching lesson study on the beliefs of EFL student teachers." EduLite: Journal of English Education, Literature and Culture 6, no. 1 (February 28, 2021): 1. http://dx.doi.org/10.30659/e.6.1.1-9.
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Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.
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الحسين, أحمد بن محمد سعد. "تطوير برنامج التربية العملية بعمادة التعلم الإلكتروني والتعليم عن بعد في ضوء أسلوب التدريس المصغر = Developing the Teaching Practicum Program in E-Learning and Distance Learning Deanship in the Light of Microteaching." مجلة العلوم التربوية N.A, no. 13 (December 2017): 321–410. http://dx.doi.org/10.12816/0045582.
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Galangrendika, Ahmad Habib. "Pengaruh Kajian Praktik Lapangan (KPL) dan Pembelajaran Microteaching Terhadap Kesiapan Mengajar Mahasiswa Prodi Pendidikan Teknik Mesin Universitas Negeri Malang." Jurnal Teknik Mesin dan Pembelajaran 3, no. 1 (November 2, 2020): 1. http://dx.doi.org/10.17977/um054v3i1p1-8.
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KPL and mictroteaching study are course programs of education as an effort to equip and give an experience of real teaching to education students. This study used ex post facto research method with quantitative approach. Population and sample of this study were Mechanical Engineering Education students of 2015 generation. Instrument used in this study as data collecting technique was an questionnaire. Results of study: 1) Analysis result of hypothesis test of KPL showed significance (0,001 < 0,05). 2) Analysis result of hypothesis test of microteaching study showed significance (0,000 > 0,05). 3) Analysis result of F test (simultaneity test) KPL and microteaching study showed significance (0,000 < 0,05) and Fcount > Ftable (57,642 > 3,11).Keywords: Kajian Praktik Lapangan (KPL), Microteaching Study, Readiness in Teaching