Prospective Elementary Teachers Research Articles

An Analysis of Competency Achievement of Elementary Teacher Candidates in Micro Teaching During The Covid-19 Pandemic

This study aims to analyze the competency achievement of prospective elementary school teacher students in micro teaching during the covid-19 pandemic. Competence in micro teaching is a fundamental competence that must be mastered by prospective elementary school teacher students. This study used descriptive qualitative method. Data collection techniques using observation techniques, questionnaires and documentation. The data analysis technique was carried out descriptively. The research subjects were students of class A6 and A7, totaling 80 students. This research was conducted from February-July 2021. The results showed that 36.50% of students achieved a score of > 71 and 45.75% of students achieved a score of > 81 which were in the high category. Meanwhile, 85.20% of students have carried out these aspects well and obtained a score of > 70. This shows that through online micro teaching that is well planned and packaged, it is still able to lead students to achieve the expected competencies. The achievement of this micro teaching competency is due to the selection of the right learning media and infrastructure. The media used has a good level of convenience and flexibility so that all students can apply it well and have a good impact on the achievement of micro teaching competencies.

Implementation of Lesson Study Program Through The PJBL Model To Improve The Quality Of Learning Media Products for Primary School Created by Pre-Service Primary Education Teacher

This elementary school learning media development program aims to provide a picture of improving the quality of learning media product creation for prospective elementary teacher students after carrying out lesson study activities based on the Lecturer Expertise area in the <em>PGSD FKIP Unswagati</em> Cirebon study program. The research method uses descriptive methods. The study population was second-year students prospective teachers of the FKIP <em>Unswagati</em> Elementary School in Cirebon. The expectation of this program is an increase in the ability of lecturers to plan lectures to improve better, the ability of lecturers to implement lectures is expected to be even better. Through this program Lecturers are expected to be able to create a more interesting lecture process. Can make students more active and creative in exploring to produce elementary school learning products that are creative, innovative and fun. This program encourages lecturers to have a well-organized learning structure. Teaching skills such as mastery of the material, use of lecturing media, classroom management, questioning skills and motivating skills of students are trained in this program through the principle of collegiality. Lesson study activities have the potential to increase lecturer professionalism which has an impact on improving the quality of the process and results of lectures. The results obtained from this study were an increase in the quality of lectures conducted by collegial learning based on collegiality of lecturers' colleagues in teaching which was facilitated in the lesson study program.

The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed

The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed

DEVELOPING THE STATISTICAL PROBLEM POSING AND PROBLEM REFINING SKILLS OF PROSPECTIVE TEACHERS

Recent approaches to statistics education situate the teaching and learning of statistics within cycles of statistical inquiry. Learners pose questions, plan, and collect, represent, analyse and interpret data. We focus on the first step – posing statistical questions. Posing statistical questions is a critical step as questions inform the types of data collected, determine the representations used, and influence the interpretations that can be made. We report on an investigation of 158 prospective elementary teachers as they design statistical questions to support group comparisons. Support was provided through implementation of three phases of question development (think, peer-feedback, and expert-feedback). We describe the features of initial statistical questions posed, examine refinements made to statistical questions, and evaluate the effectiveness of both peer and expert feedback. Our study reveals that generating adequate statistical questions is particularly complex and requires considerable time, targeted feedback, and support. With appropriate support, in the form of peer and expert feedback provided within a three-phase question design scenario, prospective elementary teachers could generate adequate statistical questions suitable for use in primary classrooms. While this study provides compelling evidence to support the use of expert feedback, further research is required to identify the best ways to support prospective teachers in both providing and implementing peer-feedback.

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

Is Flipped Learning more Effective than Traditional Classrooms in Developing Prospective Elementary Teachers’ Competence of Designing Integrated Natural Science Topics?

The flipped learning has a lot of advantages in university teaching, especially in the era of information technology explosion and in response to the current Covid-19 pandemic. Designing integrated natural science topics (DINST) is an important competence of elementary school teachers in creating an attractive teaching topic with interdisciplinary integration. The purpose of this study is to determine the effectiveness of applying the flipped learning in developing DINST competence compared to applying the traditional teaching model for prospective elementary teachers. The article used a quasi-experimental method. The 86 fourth-year pre-service elementary teachers were divided into two groups in which the experimental group was applied the flipped learning and the control group was done by traditional teaching. This research was conducted in a 7-week course in the semester I (2020 – 21) through the Module of “Scientific Discovery Activities Organization” at one public university of Education in Vietnam. The article has identified the process of organizing teaching to develop DINST competence for future elementary teachers. Pre- and post- tests were designed and applied on both groups. A questionnaire to collect information on the experimental group's learning attitude was also carried out, which helps to further explain our research results. Descriptive statistics and quantitative data analysis were performed on SPSS. The research results have shown that applying the flipped learning has contributed to the development of DINST competence for prospective elementary teachers better than teaching in the traditional way. The research has contributed to proving the positive role of the flipped learning in developing the future Elementary teachers’ competence to integrated teaching and showed that this model can be widely applied in Vietnam's teacher training institutions

Pre-service elementary teacher’s digital literacy with cognitive style and self-regulated learning

The Covid-19 pandemic has forced many educational institutions to implement online learning through distance learning. However, there are many obstacles that occur in its implementation, one of which is the low level of digital literacy as a mandatory ability in distance learning. This study aims to determine students' digital literacy skills based on factors within students, namely the ability of Cognitive Style and Self-Regulated Learning. This study uses a quantitative approach, with the type of expost facto research. The population in this study were all prospective elementary school teacher students at one of the universities in Majalengka Regency who carried out distance learning, with a sample of 33 respondents. Data were collected using a questionnaire in the form of a digital literacy ability questionnaire, cognitive style and self-regulated learning during distance learning. The results showed that students with cognitive style and self-regulated learning in the high category had better digital literacy skills than the medium and low categories. The conclusion obtained from this study is that Cognitive style and self-regulated learning affect digital literacy skills.

PROBLEM-BASED LEARNING DIGITAL MODULE ASSISTANCE OF NUMERATION OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS

The researcher conducted a study to determine the effectiveness of the PBL model assisted by digital modules on the numeracy of elementary school teacher candidates. Numeracy is needed to face the challenges of the future. However, there are many prospective elementary school teachers whose numeracy is still low. The application of the Problem Based Learning (PBL) learning model assisted by digital modules can be used to improve numeracy. This study was conducted to determine the effectiveness of the PBL model assisted by digital modules on numeration. This research is a quantitative experiment on students of PGSD University PGRI Adi Buana Surabaya. The method used is a test. The instrument is a valid and reliable enumeration test. The study results stated that the PBL model assisted by a digital module was effective for numeracy. The effectiveness is shown from the results of the numeracy test.

Association between prospective elementary school teachers’ year of study and their type of conception of intelligence

Even though it has been recognized that prospective teachers’ conceptions of intelligence and its development shape their teaching decisions, and, thereby, students’ engagement and achievement, to date no research has examined these conceptions from a person-centered perspective taking into account year of training. This quantitative, questionnaire-based, cross-sectional research (N = 904) aimed to characterize differences in pre-service elementary school teachers’ conceptions of intelligence in relation to where they were in their teacher education program. Cluster analysis revealed three distinct profiles: those giving predominant importance to innateness and inter-individual variability (fixist); those associating the development of intelligence with the accumulation of knowledge (cumulative); and those considering the development of intelligence as dependent on interactions with the environment (socio-constructivist). Although the same driving dimensions were present at the different stages of the training, adoption of the associated views fluctuated across the three years of training, in tandem with the process of construction of a professional identity and increasing field experience, with the cumulative perspective more likely in the first year, and the fixist profile more likely in the final year.

The synthesis of qualitative evidence-based learning by design model to improve TPACK of prospective mathematics teacher

Teachers in the 21st century are required to have the ability to integrate technology for content knowledge and teaching strategies known as TPACK. 21st-century teachers must have the knowledge and skills to use various technological tools, both traditional and modern, to facilitate learning and improve learning outcomes. For this reason, it is necessary to prepare prospective teachers who have the knowledge and skills to integrate technology into education. This research aims to design a learning model to develop TPACK of prospective elementary teachers in mathematics learning. This literature study is based on related articles or books and analyzed to formulate applicable learning models. The results showed that The synthesis of qualitative evidence-based learning by design could improve the TPACK of prospective teachers. Because it provides an authentic context to learn about educational technology by starting from the difficulties of students. Also, it enhances prospective teachers’ self-regulated learning and collaboration.

The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers

Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers.
 Keywords: Self-efficacy, numeracy skills, prospective elementary school.

ANALYZING CONTENT KNOWLEDGE OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS ON THE MATERIAL OF FRACTIONAL ARITHMETIC OPERATIONS

Teacher quality is one of the most influential factors in student learning. In-depth material knowledge (content) is very important for prospective teachers who will one day become teachers. Thus, analyzing and describing the Content Knowledge (CK) of prospective teachers needs to be done. The purpose of this study is to describe the CK of prospective elementary school teachers (SD/MI) on the material of fractional arithmetic operations. The subjects of this study were three students from Ar-Raniry State Islamic University of Banda Aceh. This research includes qualitative descriptive research, so that the data were analyzed using qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. Data collection in this study was carried out through tests and combined with interviews so that the instruments used were test questions and interview guidelines. The study results indicate that the content knowledge of the three elementary teacher candidates was still weak, there were teacher candidates who did not understand the arithmetic operation hierarchy and still made carelessness in the concept of fractional arithmetic operations.

TRAINING FOR ENHANCEMENT OF STORYTELLING ABILITY FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS

This service activity aims to provide understanding and storytelling training to prospective elementary school teachers to create prospective teachers who are skilled in modifying or using creative learning methods, attracting student learning interest, and improving the storytelling abilities of future elementary school students teachers. The location of this activity is at Bhayangkara University, Greater Jakarta, where the training process is carried out using the Zoom Meeting application due to the Covid-19 pandemic. With the number of participants as many as 25 PGSD students from various agencies or universities. The model used is mentoring or counseling about basic theory and storytelling training. The activity method is synchronous and asynchronous training. The first day of direct face-to-face training is conducted online between the presenters and training participants through zoom meetings, then continued training on the 2nd and 3rd days indirectly (not real-time) between the presenters and training participants. The participants will be given the task of analyzing two storytelling videos. Each participant is asked to make a storytelling work then upload it via the link prepared on G-Drive to be evaluated and given guidance by the team for implementing community service activities. The results of the observations showed positive things. The prospective elementary school teachers (PGSD students) were very enthusiastic about participating in this training activity and were motivated to practice it in learning activities. In addition, participants can produce storytelling works

SCIENTIFIC ARTICLE WRITING TRAINING PROGRAM FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS

Because of the numerous issues that arise in the language learning process in the classroom and the lack of interest among prospective teachers in conducting classroom action research, this task is complete. And, the teacher still does not understand the concept and is skilled at writing good scientific articles. This activity aims to provide understanding to teachers, make teachers proficient in writing proposals, and increase the motivation of teachers to conduct classroom action research. The location of the activity is Bhayangkara University, Greater Jakarta. The number of participants is 100 people. The model used is mentoring or counseling on basic concepts and training in proposal writing and analyzed with a qualitative descriptive approach. The activity method is a presentation in which prospective elementary school teachers compile scientific articles and present them to the other participants. The observations showed positive things. Namely, the teachers were enthusiastic in participating in the activities and their desire to practice them in learning activities. In addition, participants can produce sample proposals. The participants are looking forward to follow-up activities

PEMANFAATAN E-MODUL BERBANTUAN VIRTUAL LABORATORY DALAM PEMBELAJARAN IPA MAHASISWA CALON GURU SEKOLAH DASAR DI MASA PANDEMI COVID-19

The purpose of this study was to analyze the effectiveness of using virtual laboratory-assisted E-modules in science learning for prospective elementary school teacher students during the Covid-19 pandemic. This research method is an experiment with a quasi-experimental design. The subjects of this study were students of the PGSD study program FKIP UPY which consisted of two classes, namely class A5-20 as the experimental group and class A6-20 as the control group. The data collection instrument used a test question sheet consisting of pre-test and post-test question sheets. Data analysis technique using t-test and Normalized Gain (N-Gain). The results showed that there was a significant difference in science learning achievement between experimental group students and control group students as indicated by the value of t count = 2,799 > t table = 1,988 and (p) count = 0 < 0.05. Meanwhile, based on the results of the N-Gain test, it is known that the increase in science learning achievement in the experimental group obtained an N-Gain of 0.73 which is in the high category and in the control group an N-Gain of 0.52 is obtained which is in the medium category. Based on these results, it can be concluded that the use of e-modules assisted by virtual laboratories is effectively used in science learning for prospective elementary school teacher students during the COVID-19 pandemic.

Development of prospective elementary teachers' mathematical modelling competencies and conceptions

This study examines prospective elementary teachers' growth and development of competencies, conceptions, and perceptions of mathematical modelling in a mathematics content course for elementary teachers. A series of lessons were implemented that engaged students in the modelling process through modelling tasks. The goal was to capture prospective teachers' thoughts and perceptions on the meaning of mathematical modelling and their conceptions of teaching and learning modelling at the elementary and middle school level. The research questions were: (1) How do prospective teachers translate the mathematical modelling cycle into their practice of doing modelling? and (2) How do prospective teachers' conceptions of modelling and teaching and learning modelling evolve throughout the implementation of a series of mathematical modelling lessons? Data sources included posters, modelling reports, responses to a pre- and post-intervention questionnaire, and semi-structured interview dialogue. Data analyses included mixed methods using provisional coding, open coding, and a categorical rubric. Findings from this study indicate that (1)Prospective elementary teachers translated the modelling cycle into their practice by developing their range of modelling competencies including multiple components of the modelling cycle, and (2) They developed a professionally appropriate conception of mathematical modelling along with productive perceptions of the benefits of teaching and learning modelling.

Pre-service Elementary Teachers’ Mental Model on Heat Transfer Concept as the Effect of Applying CDOI Model Integrated MIKiR Approach

The purpose of this study is to strengthen the mental model of prospective elementary school teacher candidates by using the MIKiR (mengalami, interaksi, komunikasi, internalisasi, and refleksi) method, which is directed towards conceptual growth and is based on the MIKiR framework (CDOI Model). The research was carried out utilizing a pre-experimental approach with a pretest-posttest design in one group for this study. The research was carried out on pre-service primary teachers at the Universitas Riau, in Indonesia. The instrument used to collect data was a heat transfer conceptual understanding test (HTCU Test), which consisted of three sections of the question, each of which had previously been verified and evaluated to ensure that the participants were eligible. Using the MIKiR approach (experiencing, interaction, communication, and reflection), this study found that implementing the CDOI model of conceptual development-oriented instruction had a high level of success in enabling the creation of mental models. Furthermore, it can aid in the conceptualization and development of the concept of heat transfer and the formulation and overall knowledge of the concept.

An analysis of elementary prospective teachers’ noticing of student pattern generalization strategies in mathematics

An analysis of elementary prospective teachers’ noticing of student pattern generalization strategies in mathematics

SOCIO-SCIENTIFIC STUDY: RELATIONSHIP OF STUDENTS' SOCIAL INTERACTIONS WITH NATURAL SCIENCES LEARNING OUTCOMES

Social interactions that occur between individuals in natural sciences are called socio-scientific. Socio-scientific norms are rules derived from mathematical values brought into the social context. norms are seen as being able to increase students' understanding. The main focus in this research are, (1) Analyzing social content in elementary natural sciences learning courses; (2) Describe the process of social interaction on research subjects; and (3) describe the relationship between social interaction and natural sciences learning outcomes. This type of research is quantitative with a descriptive approach. Study subjects was 100 prospective elementary school teachers. Data collection techniques was using survey methods and analysis of student’s final exam in natural sciences test. Data analysis uses simple linear regression analysis. From the research, the results are obtained: (1) Mathematical content in the lecture process has been raised by the lecturer. The lecture system in the form of group discussions can improve students' communication, courage and collaboration skills. (2) The description of students' social interactions can be modeled. Social interaction models show social interaction can be in the form of associative and dissociative. (3) There is a relationship between social interaction with learning outcomes in natural sciences. The relationship is quite strong, and social interaction influences student natural sciences learning outcomes

How the questions of prospective teachers evolve when linking research to practice

This research-to-practice study examines the dynamic characteristics of question formation when teachers begin to research problems of teaching or learning in the classroom. Prospective elementary mathematics teachers (n = 27) documented their questioning process using research logs and recorded 41 changes to their initial research-guiding questions: 22% of changes reflected a shift in language use, and 78% reflected an evolution in the topic itself. Based on study data, the 5C Stages of Questioning framework names the specific stages and changes seen in the evolution of research questions as prospective teachers find literature to address problems of practice in the classroom.