Pre-service mathematics teachers’ experiences of teaching practice in function composition

Abstract

Generally, teaching practice is carried out as a conceptual decision in achieving the vision and mission of tertiary institutions and each faculty in an effort to produce qualified teacher candidates who are ready to deal directly with the community or school. The research aims to description performance students’ math education at Majalengka University in teaching practice. The approach used was a qualitative case study in students’ math education at Universitas Majalengka. Data sources sourced from the students’ math education who establish teaching practice at school partner academic year 2018/2019, teacher and student school partner. The results show that observation provides a lot of information that is very useful for prospective teachers to develop their competencies. Next, participated in teaching practice does not get many a chance to practicing and they shall not find special guidance from tutor teachers. Participated in teaching practice would be able to execute study practice independent learning. Furthermore, experiences within were making plans for the implementation of a lesson (RPP) has got a good deal. Participated in teaching practice had a wealth of experience in their activities to get extra on the school. The achievement of competence would be good enough. Participated in teaching practice is still following a lecture once at the campus. Lastly, participated in teaching practice need to improve its ability in using the learning methods and the media learning to promote disorder too.