Abstract
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.
Highlights
Tinggi di antaranya adalah mampu menjadi pendidik/pengajar
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
194 Khuriyah Analisis Pelaksanaan Microteaching Mahasiswa Program Studi Pendidikan Agama Islam
Summary
Isi dari item nomor 2 adalah “Dosen menjelaskan format RPP yang digunakan dalam praktek microteaching”. Berdasarkan perhitungan secara deskriptif menggunakan program SPSS 17 diperoleh hasil sebagai berikut: Valid 2.00 3.00 Total. Dari data tersebut diketahui bahwa 145 responden mahasiswa menjawab “Ya”, atau “Dosen menjelaskan format RPP yang digunakan dalam praktek microteaching”, dan sebanyak 10 mahasiwa menjawab “tidak” atau dengan kata lain dosen pembimbing lapangan (DPL) mereka tidak menjelaskan format RPP yang digunakan dalam praktek microteaching. Tidak adanya penjelasan tentang format RPP disebabkan beberapa hal: 1) DPL mempersilahkan mahasiswa bebas menggunakan format RPP sesuai keinginan mahasiswa; 2) DPL hanya mengkritisi RPP yang dibuat mahasiswa jika tidak sesuai keinginan DPL
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