Microteaching Course Research Articles

The Effect of Technology Based Instruction Lesson Plan on EFL Pre-Service Teachers’ TPACK Self-Efficacy

This study aims at delving into the effect of applying TbI (Technology based Instruction) lesson plan to pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) self-efficacy in a microteaching course. TbI lesson plan was developed following Niess’s technology integration framework. The experimental research with pre-post measurements design was conducted in an English Department in a public university in West Nusa Tenggara, Indonesia. The data-gathering process was done by administering the TPACK self-efficacy questionnaire and conducting a semi-structured interview. The participants were 23 PSTs who joined a microteaching course where the researcher became the teacher. The quantitative data were analyzed statistically through SPSS 24 version and supported by the PSTs responses which were thematically analyzed. The results showed that the treatment affected positively to PSTs' self-efficacy which was later recommended to inhibit technological knowledge prior to other TPACK divisions to PSTs. This favorable effect was confirmed by six participants' post-interview comments, in which they claimed all of the benefits of using a TbI lesson plan to improve their microteaching performance and confidence to use technology for EFL teaching. Henceforth, this study implies the urgency to apply similar instruction to mediate challenges of technology integration in EFL teaching.

Learning by Project: Develop Students' Self-reflection and Collaboration Skills Using Team-Based Project

This study aims to analyze the development of self-reflection and collaboration skills of students through the implementation of a team-based project model in learning for micro-teaching courses. The research was conducted at the State University of Jakarta, with the research subjects were 41 students. Data collection techniques through observation, documentation, interviews, and self-reflection questionnaires. The results showed that 72.1% of students always evaluate their performance and try to do better in teaching practice based on self-reflection results. The aspect that needs to be improved is speaking skills in front of the class (public speaking). Meanwhile, student collaboration skills have shown to be good, as indicated by the synergy in identifying, researching, analyzing, and formulating answers and solutions to the problems found and stated in the project report.

ADAPTASI PROGRAM MICROTEACHING BAGI CALON GURU BAHASA INDONESIA PADA MASA PANDEMI COVID-19

This study aimed to describe the implementation of a microteaching program to pre-service Bahasa Indonesia teachers during the Covid-19 pandemic, the advantages of the program, and its weaknesses. Data related to the changes in the program when facing a pandemic, advantages of program changes, and weaknesses. Data obtained from the Microteaching course in the Indonesian Language and Literature Department in The Universitas Muhammadiyah Surakarta. Microteaching in the semester of 2019/2020 amounted to 209 students. Data were from observation techniques, questionnaires, and document analysis. The sample was selected randomly. Triangulation techniques and methods validated the data, the interactive term used for data analysis. The results of this study are as follows. (1) To deal with the Covid-19, there are no changes in the core stages of Microteaching, but it needs some adaptations to the implementation, such as learning tools, teaching practices, observation activities, and assessments. (2) The advantages of adapting this program are students have flexible time and place of practice, improved information technology capabilities, and the student experience varies as they can write more stories. (3) The weaknesses of the adaptation of this program are the workload of lecturers increases, student learning burden increases, limited interaction, and network problems

Strengthening the Micro Teaching Role in the Development of Teacher Candidates Teaching Skills

This study aims to analyze the micro-teaching course at the Faculty of Tarbiya and Teacher Training (FTIK) IAIN Purwokerto. The laboratories department of FTIK carried out the program. Analyzing its implementation is essential because micro-teaching is a strategic activity to improve teacher competence. Micro teaching is widely associated with efforts to improve teacher skills in education, and thus great attention is required. The data source in this study is the micro-teaching manager and the study program head. It is from observations and interviews. The steps to analyze the data are reduction, data display, verification, and conclusions. The results showed that technical briefing by merging all study programs at the same time, overcrowded participants, unrepresentative speakers for each study program, irrelevant appointed supervisors with the study program, and micro-teaching schedules that coincide with the lectures schedules had the potential to cause the implementation of micro-teaching becomes less effective. It encourages the need to re-enforce the role of micro-teaching to be more effective in providing basic teaching skills for the teacher candidates. The lecture should manage every study program by coordinating with the laboratory. It aims to increase the effectiveness of micro-teaching. The briefing material needs to be supplemented by enrichment various learning strategies relevant to the study program. One lecturer with small classes carries out lectures according to the norms of micro-teaching classes, and the frequency of meetings is adjusted to the regular lecture schedule.

Student Teachers’ Experiences in an Emergency Remote Microteaching Course: Lessons Learned for the COVID-19 Era and Beyond

This is a case study that aims to focus on academic and emotional experiences of a group of student teachers who took a microteaching course that was adapted to become fully online, due to a complete lockdown during the first wave of the Covid-19 pandemic. The qualitative data that was gathered through feedback form and via interviews revealed that overall, the student teachers thought positively about this fully online microteaching course. However, in this course process, the data indicated that the student teachers felt lost as they felt they were not heard, seen or cared and as they experienced connection and engagement problems mostly due to technological inadequacies. In this process, they were in need of receiving attention emotionally. They experienced difficulties due to the demanding nature of the course with high number of assignments, their lack of technological competences and inadequate technological infrastructure. It was evident that most student teachers felt disappointed and missed the authenticity of the face-to-face learning and teaching atmosphere. The study showed that in this online microteaching course, the student teachers were in need of reflective, collaborative and more supportive learning and teaching environment in which they could be engaged in academic and social dialogue with peers and with the course instructor for their learning, transformation and professional development.

Influence of Micro-Teaching On the Teaching Aptitude of Business Education Students in Colleges of Education in South West Nigeria

Micro-teaching aims at making pre-service teachers adopt and acquire the roles and behaviours they will have in the classroom with success motivation. Without viable teaching aptitude, success will be merely a wishful thinking. Therefore, this study explores the influence of micro-teaching on the teaching aptitude of Business Education students in Colleges of Education in South West Nigeria. The study adopted survey research design of ex-post facto type and the population comprised of all NCE III students in Business Education Department during 2019/2020 academic session that were posted to the field for teaching practice in all state and federal owned Colleges of Education in South-West Nigeria. A total number of 1360 student teachers in business education participated in the study using multistage sampling technique. Two research questions and hypothesis were answered and tested respectively in the study. Two validated instruments were used for data collection; Students Micro-teaching Assessment Rating Scale (SMARS) and Micro-teaching on Teaching Aptitude Questionnaire (MTAQ) (α=0.96). Data were analyzed using descriptive statistics and Multiple Regression. Findings revealed that under the established norms and to a very great extent teaching aptitude was very high among Business Education students. The finding further showed that micro-teaching significantly contributes (F (1, 1358) = 4.484, p < .05, ß =.132 t (1358) = 3.676, p< 0.05) to teaching aptitude of Business Education students. The study concluded that micro-teaching is one of the most influential factors that enhanced Business Education students in Colleges of Education level of teaching aptitude and performance in teaching practice. It was therefore recommended, among others, that the College management should enhanced and sustain a healthy micro-teaching courses to achieve its mission objectives and boost aptitude to teaching of pre-service teachers nationwide.

Pre-Service English Teacher’s Perception and Understanding Toward TPACK Framework During Microteaching Course

TPACK become a euphoria in Indonesia. The aim of this study was to investigate the pre-service teachers’ perceptions and understanding of technological pedagogical content and knowledge during their microteaching class in EFL context. This study was framed within the descriptive qualitative design. The study employed a TPACK questionnaire and an interview guide. The study was distributed to 100 pre-service English teachers at English Language Education. The data were collected through online survey and were analyzed using descriptive analysis. The result shows pre-service teachers have very positive perceptions towards TPACK. It was found that the pre-service teachers also already have a good knowledge in implementing TPACK. However, there are some aspects, like class room management that need to be improved.

Revealing Chemical Misconceptions Through The Microteaching Process in The Era of The Covid-19 Pandemic

<p>Unlimited access to information during the Covid-19 pandemic allows students with limited basic knowledge to experience misconceptions. Misconception happens because there are no adequate filters for many students, and there is no guarantee of content validity by information providers. This research aim is to show the misconceptions experienced by pre-service chemistry teachers. This research is a qualitative design with the case study method. This research used a naturalistic paradigm framework. The study was conducted for one semester of the 2020/2021 academic year for 16 meeting courses. The research participants consisted of pre-service chemistry teachers who were taking microteaching courses. Researchers are the main instrument. Data were collected through observation, focus group discussions (FGD), and document media analysis. The results showed six chemical misconceptions. Five misconceptions are non-proposition statements, and one is a chemical representation. Two of the six misconceptions found are resistant. Misconceptions that originate from written media and structured writing are difficult to overcome. Based on the study results, misconceptions about prerequisite concepts need to be eliminated before learning a new concept. Pre-service chemistry teachers need to use learning resources from the author's work according to their field of expertise. They have gone through the review and validation stages to avoid misconceptions.</p>

ADAPTASI PROGRAM MICROTEACHING BAGI CALON GURU BAHASA INDONESIA PADA MASA PANDEMI COVID-19

This study aimed to describe the implementation of a microteaching program to pre-service Bahasa Indonesia teachers during the Covid-19 pandemic, the advantages of the program, and its weaknesses. Data related to the changes in the program when facing a pandemic, advantages of program changes, and weaknesses. Data obtained from the Microteaching course in the Indonesian Language and Literature Department in The Universitas Muhammadiyah Surakarta. Microteaching in the semester of 2019/2020 amounted to 209 students. Data were from observation techniques, questionnaires, and document analysis. The sample was selected randomly. Triangulation techniques and methods validated the data, the interactive term used for data analysis. The results of this study are as follows. (1) To deal with the Covid-19, there are no changes in the core stages of Microteaching, but it needs some adaptations to the implementation, such as learning tools, teaching practices, observation activities, and assessments. (2) The advantages of adapting this program are students have flexible time and place of practice, improved information technology capabilities, and the student experience varies as they can write more stories. (3) The weaknesses of the adaptation of this program are the workload of lecturers increases, student learning burden increases, limited interaction, and network problems

PENGEMBANGAN MODEL EXPERIENCE BERBASIS BUDAYA ANGKOLA UNTUK MENINGKATKAN KETERAMPILAN MAHASISWA DI ABAD 21

Education in Indonesia must be transformed based on the 21st century era, which resulted in religious, character, intelligent students, and based on the Law on the National Education System in 2003, and Government Regulation of the Republic of Indonesia Number 57 of 2021 concerning National Education Standards. This study aimed to develop a learning model of Angkola Batak culture-based Experience, South Tapanuli, North Sumatra, through teaching practices in micro-teaching courses. This research used the Research and Development research method by applying the Plomp development model. Random sampling used as a sampling technique consisted of 90 students from the Teacher Education of Islamic Elementary School, Institut Agama Islam Negeri Padangsidimpuan in the sixth semester. Data collected used observation and questionnaires assisted by google form. Data analysis used STATCAL software. The results showed discrepancies were found between the program and expectations as well as reality, while students had not fully understood designing lesson plans based on the applicable curriculum, synchronized the design of lesson plans and the practice, and students were not allowed to teach in schools in order to be able to practice theory and practical teaching applications. At the same time, the program study vision is to prepare Islamic Elementary School teachers with Islamic, innovative, competitive, and professional personalities associated with South Tapanuli culture, like the Angkola Batak. So, it is necessary to develop programs to improve students' skills in applying the learning in the 21st century.

Pengaruh Penguasaan Materi Dalam Perkuliahan Microteaching Terhadap Kesiapan Mengikuti Program PPLK Mahasiswa Jurusan Sendratasik FBS UNP

This study aims to find out if there is an influence of material mastery on microteaching courses on students' readiness to participate in educational field experience programs PPLK in schools. This type of research is quantitative. The data obtained is processed with statistical formulas. In this study, the subject was Sendratasik students 2017 who had taken Microteaching courses. The research instrument is a questionnaire of readiness in carrying out PPLK and microlearning knowledge test of dance and music. Data collection techniques in the form of questionnaires (questionnaires) and tests (objective questions). Analysis techniques are by collecting data, analyzing data, normality of data and homogeneity of data influence mastery of materials in microteaching lectures to readiness to follow the program of educational field experience PPLK students of Sendratasik FBS UNP Department. The results of the study that the mastery of materials in microteaching lectures contributed 57.31% to the readiness to face the Field Experience Program of Education PPLK Students of Sendratasik FBS UNP department and the rest (42.69%) were influenced by other factors not studied in this study.

Teaching Skills of the Prospective Physical Education Teachers Based on Group Learning Commitment

Microteaching focuses on student collaboration efforts to improve teaching skills. Teaching skills are essential for prospective teachers. However, problems still arise because all members are not committed to supporting teaching skills as the ultimate goal of micro-teaching learning. This study aimed to examine differences in the teaching skills of prospective physical education teachers based on group learning. Commitment. This study uses a comparative quantitative design method. The sample involved is 41 students who are programming micro-teaching courses. Skills data were collected using observation guidelines and group learning commitment data using the Organizational Commitment Scale. The techniques used for data analysis are qualitative descriptive analysis and quantitative and inferential statistics. The findings prove that those who commit to group learning have better teaching skills than those who have a low commitment to group learning. Commitment to group learning can help students acquire skills through creating a sense of comfort in learning, reflecting on a responsibility to improve themselves, and trying to help peers through the role of observer and reflection.

The Profile of Students’ Basic Teaching Skills Through Blended Learning in Microteaching Courses During Covid-19 Pandemic

Due to the COVID-19 pandemic, prospective elementary school teachers must be able to teach both online and offline using a blended learning model. The purpose of this study is to examine the fundamental teaching skills of prospective elementary school teachers in the Microteaching course. This study used qualitative descriptive method. The subjects were students of the Primary School Teacher Education Study Program in University of Nahdlatul Ulama Sidoarjo who programmed Microteaching courses. The data were collected using observations with a performance assessment rubric. Observations were conducted in two stages: first, when students practiced online teaching, secondly, when they practiced offline teaching. The results showed that online teaching skills obtained an average score of 84.71, while offline teaching skills obtained an average score of 85,78. Hence, prospective elementary school teacher students in the blended learning model received an overall score of 85,24, meaning that they were categorized as very good category

The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects

This study aims to describe the teaching skills of prospective mathematics education teachers in micro-teaching subjects from a commognitive perspective. This type of research is qualitative research. The research subjects consisted of 15 students of the 2015 Mathematics Education Study Program class, which were taking micro-teaching courses. The instrument used in this study was a rubric sheet—an assessment of prospective teachers' teaching skills. Data analysis techniques used are data reduction, data presentation, and conclusion collection. The results showed that: Prospective mathematics education teachers in preliminary activities often use the word usage component, visual mediator, routine and do not use the narrative component. In the core activities of learning mathematics, teacher candidates use four components commognitive, which are the use of words, visual mediators, routine, and narrative. In the selection of mathematics education, teacher candidates only use the word use component. Commognitive provides an overview of mathematical cognitive-communication and content in the learning carried out.

Learning how to plan a science lesson: An exploration of pre-service science teacher reflection in online microteaching

As a compulsory approach in shaping pre-service teachers for Technological Pedagogical Content Knowledge (TPACK), microteaching is either essential and challenging. During the COVID-19 pandemic, the shift from offline to the online microteaching course had occurred. This major shift drives the change of planning science lessons. Our research examined how pre-service science teachers designed and reflected their planning on a 30-minute microteaching unit. The participants of our study were four groups of pre-service science teachers that consisted of five students. The participants were pre-service science teachers from two national universities in Indonesia that were chosen by purposive sampling. The data was collected through the lesson plan, self-reflection to the lesson plan, and group discussion. We conducted both qualitative and quantitative analysis on research data for content analysis. The qualitative analysis dealt with the themes and patterns of the theme, while quantitative analysis dealt with the duration and frequency of the theme. Based on the analysis, the single domains such as CK, PK, TK were shown in the lesson plan. However, the complex domain of TPACK was rarely seen. The group discussions revealed that teacher educators need to become specific and explicit about which technology is being infused to support learning. It is significant to enhance the TPACK during planning in online microteaching classes and conduct further study of the implementation of this planning in the lesson.

MODEL PENERIMAAN TEKNOLOGI MAHASISWA CALON GURU TERHADAP BERBAGAI APLIKASI SELAMA PEMBELAJARAN DALAM JARINGAN DAN KESIAPAN MEREKA MENJADI PENDIDIK BAGI GENERASI Z DAN ALPHA

Becoming a professional teacher requires qualified teaching skills. To hone their teaching skills, students are required to take micro teaching courses. During the pandemic, micro teaching courses were carried out online, therefore the course lecturers used various applications for the smooth running of lectures. This study is a descriptive study that aims to analyze student acceptance of the use of various applications in microteaching learning with the TAM approach and then see their readiness as prospective educators for generation z and generation alpha which are known as the very technology literate generation. The study was conducted on 66 students who took microteaching courses even semester 2020/2021. Based on the slovin formula, the samples taken were 57 people. From the results of research data processing, it was found that the average value of the seven successive variables was as follows, 3.21 for distance learning self-efficacy(SE), 2.65 for lack of time (LT), 3.19 for complexity (C ), 3.07 for perceived usefulness (PU), 2.9 for perceived ease of use (PEOU), 6) 3.17 for behavioral intention to use (BIU), and 3.08 for actual technology use (ATU). The results of the analysis show that distance learning self-efficacy is in the high category (indicated by 51 students in the high category, 5 quite low, and 1 low)

An Analysis of Preservice Teachers' Opinions About Micro Teaching Course

The aim of this study is to examine the opinions of the preservice teachers about the micro teaching course. Study group consists of the preservice teachers who study at the Faculty of Education of a state university and have taken the micro-teaching course and study in the Foreign Languages Education Department. Qualitative research method was used in this study. Semi-structured interview technique, one of the qualitative research data collection techniques, was applied in the study. Content analysis was used in the analysis of the research data. Criterion sampling, one of the purposeful sampling types, was used for the study group included in the sample of this study. As a criterion, preservice teachers who took the optional micro teaching course were selected for the study. As a result of the study, the preservice teachers stated that the micro-teaching course helped gaining experience, increased professional skills and facilitated classroom management regarding the contribution of the education they received in the micro teaching course to the professional life. In addition, the preservice teachers who participated in the study expressed their views that they would like to take the micro teaching course again in the future.

MICROTEACHING DALAM JARINGAN BERBASIS LESSON STUDY DAN PENINGKATAN KETERAMPILAN MENGAJAR SERTA PENGEMBANGAN LESSON PLAN

<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>

Type of Collaborative Learning of Kagan Framework in Microteaching Course of ELESP UNJ

This study aims to identify what collaborative learning is in the microteaching class of the English Language Education Study Program, Jakarta State University. Indicators in collaborative learning are based on research and statements from Kagan (2015). In conducting this research, data were collected from the student-student teacher activities and interactions in microteaching class activities. The finding showed that type of collaborative learning in this course belonged to learning together. The activities in learning together were when the student teacher decided on group size, assign students to groups, arrange the room, assign roles, explain the academic task, monitor student's behavior, provide task assistance, and provide closure. The results of the study hopefully can give insights on how to conduct collaborative learning an any subjects or courses.
 

Integrasi Penilaian Formatif Pada Pembelajaran Microteaching di Prodi Pendidikan Matematika Universitas Qomaruddin

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.