Abstract
This study aims to analyze the effect of hidden objectives in the Introduction to Management lectures that use the Concept-mapping and Coaching method on explaining skills of prospective teacher students. This research is included in the development study. The study population was all students of introduction to management (non-Microteaching) in the Faculty of Teacher Training which consisted of two classes (PE-A 40 students as control class and PE-B 39 students as experimental class). This study used simple random sampling technique to determine 14 sample people from each class. Primary data were obtained from samples of two classes through observation in explaining skills, and then data were analyzed descriptively and in in analysis of Independent sample t-test. From the descriptive analysis, the average score of explaining skills of prospective teacher students in the experimental class was higher than the control class score. The results of the analysis of the t-test for equality test showed that there are convincing differences in explaining skills in prospective teacher students between the control class and the experimental class. Thus, the hidden objective in the Concept-mapping & Coaching Method in the lecture of Introduction Management can improve the better explaining skills of prospective student teachers. Suggestions from the results of this study are that other non-Microteaching lecturers in the Faculty of Teacher Training will use hidden objectives to accelerate mastery of student teacher teaching skills in an effort to support the realization of professional prospective teachers.
Highlights
This study aims to analyze the effect of hidden objectives in the Introduction to Management lectures that use the Concept-mapping and Coaching method on explaining skills of prospective teacher students
The study population was all students of introduction to management in the Faculty of Teacher Training which consisted of two classes (PE-A 40 students as control class and PE-B 39 students as experimental class)
Explaining Skills of prospective teacher students to measure the hidden objective, namely skill of explaining - in the experimental class and control class; (2) preparing the parties involved in the trial process, namely students who took the lecture of Introduction to Management- experimental class and control class; (3) preparing two material topics that were imposed on the experimental class and the control class
Summary
This study aims to analyze the effect of hidden objectives in the Introduction to Management lectures that use the Concept-mapping and Coaching method on explaining skills of prospective teacher students. Suggestions from the results of this study are that other non-Microteaching lecturers in the Faculty of Teacher Training will use hidden objectives to accelerate mastery of student teacher teaching skills in an effort to support the realization of professional prospective teachers. The institution producing professional prospective teacher students is entrusted to the Faculty of Teacher Training and Education. It is carried out through a number of courses classified as pedagogic groups, including Microteaching lectures where the ability of professional prospective teacher students is trained in the form of teaching practices to prepare prospective teacher students to have teaching skills. Micro-teaching is a course that plays a strategic role in the effort to produce professional teachers in their fields
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