Prospective Elementary Teachers Research Articles

Emotions and self-efficacy toward simple machines learning through a STEM practice

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

TECHNOLOGY FOR IMPROVING THE COMPETENCES OF ASSESSING THE QUALITY OF EDUCATION OF FUTURE PRIMARY EDUCATION TEACHERS

This paper examines the multifaceted role of technology in enhancing the competencies of prospective elementary teachers in the assessment of educational quality and explores various technological interventions and their potential implications for teacher education. By exploring the secret, we explore the transformative potential of technology in shaping the future of elementary education.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education

The rapid development of technology has influenced various aspects of life, including education. Optimal utilization of technology can be a crucial step in creating better education that is relevant to the demands of the digital era. One of the learning approaches considered relevant in this era is the flipped classroom model based on TPACK (Technological Pedagogical Content Knowledge). This model is believed to enhance critical and creative thinking skills, which are essential in facing the challenges of the digital age. This study aims to examine the effects of the flipped classroom model integrated with TPACK (FC-TPACK) on the critical thinking and creativity of prospective elementary school teachers. This study employed a pretest-posttest experimental design involving 250 students from public universities in Indonesia. The experimental group consisted of 125 students who used the FC-TPACK model, while the control group comprised 125 students who received conventional learning without FC-TPACK. Data analysis was conducted using MANOVA to assess the overall effect of the learning model, and ANOVA was used to examine differences in each aspect of critical thinking and creativity. The ANOVA results showed significant differences between the experimental and control groups in terms of critical thinking and creativity skills, with a significance value of 0.000 ≤ 0.05 for all aspects measured. The experimental group demonstrated significant improvements in analysis, evaluation, innovation, flexibility in thinking, and originality compared to the control group. Therefore, the FC-TPACK model is recommended for use in learning to support the development of essential skills in the digital era.

Zoom in: Exploring perceptions of the multiplication symbol (×) up close

This study explored the perceptions of 51 prospective elementary school teachers selected using purposive sampling technique regarding the multiplication symbol (×) in arithmetic operations. Using a qualitative hermeneutic phenomenological approach, data were collected through task-based interviews administered to education students specializing in elementary education. The tasks were designed to explore candidates’ understanding and interpretation of the ‘×’ symbol, including uncovering conceptual images, understanding the ‘×’ symbol in different contexts, ability to represent the ‘×’ symbol, flexibility in relating the ‘×’ symbol among concepts, and problem-solving skills. Data analysis involved thematic coding and interpretive analysis to uncover patterns and insights into candidates’ cognitive frameworks. The findings revealed significant variation in candidates’ understanding of the ‘×’ symbol, influenced by their educational background and personal experiences with mathematics. This study highlights the need for improved mathematics instruction and curriculum design to equip future teachers with a deep and accurate understanding of arithmetic symbols, which is critical for effective mathematics teaching at the elementary level.

Responses and Challenges of Indonesian Prospective Elementary Teachers Interacting with Australian Avatar Students

The quality of teaching is a critical factor in educational success, and innovative tools like SimLab offer promising opportunities for enhancement. This research aims to analyze how SimLab user responses contribute to the development of teaching skills among students and to identify the challenges encountered during its implementation. A mixed-methods approach was employed, involving bilingual PGSD students from Unesa as the subjects of the study. Data were collected through a combination of surveys, interviews, and observations, with analysis conducted using both quantitative and qualitative methods. The findings indicate that SimLab significantly enhances various aspects of teaching proficiency, such as boosting self-confidence, improving the effectiveness of lesson delivery, engaging avatar students, interpreting avatar student body language and voice, providing constructive feedback, and fostering relationships with the avatars. However, the research also uncovers several challenges students face, including academic difficulties in adapting teaching methods to diverse student profiles, cultural obstacles related to the student's cultural adaptation, and technical challenges, such as unstable internet connections and limited technological facilities. The study concludes that while SimLab has substantial potential as a tool for preparing competent future educators, addressing these challenges is crucial for maximizing its effectiveness.

THE DEVELOPMENT OF BLENDED LEARNING-BASED DIGITAL TEACHING MATERIALS ON KINEMATICS FOR ISLAMIC PRIMARY SCHOOL PROSPECTIVE TEACHERS IN SCIENCE LEARNING

Kinematics is one of fundamental materials in Basic Science Courses for Islamic Primary Schools Prospective Teacher. Kinematics often difficult for student because it needs schematic drawings and formula for motion. Thus, the kinematics teaching materials absolutely needed for Islamic Primary Schools Prospective Teacher. The current findings suggest that the environment in which Islamic Primary Schools Prospective Teachers learn has not been conducive to their growth and development. These initial observations indicate that certain factors may be hindering their progress. Therefore, digital teaching materials are needed that can facilitate the entire science learning process. The purpose of this research is to explicate the development process, along with the validation and comprehensibility of digital science teaching materials as learning media for prospective elementary school teachers in Islamic education. The Lee and Owens development model was used in the creation of this digital teaching material. The Lee Owens developmental model consist of assessment/analysis, need assessment, front-end analysis, design, development, implementation, and evaluation. A material validation questionnaire, media, and a student readability test were used in the questionnaire with Likert scale. The subject of this research are 24 students of Islamic Primary Schools Prospective Teacher in UIN Maulana Malik Ibrahim Malang. The material aspect of product validation showed an average result of 92.08%, while the media validation aspect scored 90.90%. The readability test for digital science teaching materials obtained a score of 83.2%. These findings suggest that digital science teaching materials are highly valid and suitable for use as learning media for prospective Islamic elementary school teachers. As a result, it is possible to conclude that digital science teaching materials are extremely valid and appropriate for use as learning media for prospective Islamic elementary school teachers.

Mis-Out and Mis-In Examples: The Case of Rational Numbers

AbstractThis paper focuses on the definitions and the mis-out and mis-in examples of rational numbers that four prospective elementary teachers presented while working on rational number assignments. The participants were first asked to respond, individually, to an Individual Rational Number Assignment, consisting of items aiming at detecting their personal concept definitions of rational numbers and identifying the entities that they regarded as rational numbers. Then, to share their work with another prospective teacher, to identify similarities and differences in their responses, and to list issues that were raised during the individual or pair work, that they would like to discuss in class. The data exposed a tendency to provide one definition of rational numbers, to identify the term “rational” with “natural”, not to include a clarification that a rational number is a number, and a controversy regarding including (or not including) a statement that b ≠ 0 in the definition. Other observations related to a tendency not to categorize negative numbers (and perhaps also zero) as rational numbers and an inconsistency between their responses to the question “what is a rational number?” and their classification of examples of rational numbers. Recommendations for topics for discussion with prospective teachers, in light of the responses to the assignments, are suggested and methodological issues for considerations are proposed.

예비 초등교사들의 비구조화된 수학 문제 만들기 활동 분석

Objectives The purposes of this study were to analyze degree of structure and complexity of ill-structured mathematical problems made by prospective elementary teachers. Methods In order to do this, 109 prospective elementary teachers participated in ill-structured mathematical problem posing activities, as a result 24 group work papers were collected. The data was analyzed using framework which determines ill-structured problems and problem complexity. Results The results of this study showed that the degree of structure of the problems posed by prospective teachers varied. The prospective teachers posed problems with relatively high ill-structuredness in terms of authenticity, but with low ill-structuredness in terms of complexity and openness. The prospective teachers posed problems that were low of linguistic complexity but high of mathematical complexity. when prospective teachers asked students to solve problems they posed, most of them expected that difficulties would arise during the phase of carrying out the plan. Conclusions The results indicate that prospective elementary teachers need to develop their competence of posing ill-structured mathematical problems, in particular, there is a need to explore the meaning of openness of ill-structured problems. It also suggests that there is also a need to provide prospective teachers opportunities to anticipate and discuss students’ difficulties in ill-structured problem solving.

Level of Exposure Elementary School Teachersto the Implementation Merdeka Curriculum

This study aims to analyse the perceptions and level of exposure of undergraduate primary school teacher candidates to implementing the Merdeka curriculum. The research used a descriptive survey method involving 44 prospective elementary school teacher students from Muhammadiyah Bima University who were selected as survey respondents. Research data was collected using a questionnaire item that was numerically assessed and distributed via Google Forms. Then the research data, analysed using descriptive statistics and percentages to describe the characteristics of the data and respondents in seeing changes in the merdeka curriculum implementation policy in Bima City in the form of tables, graphs, or diagrams to facilitate interpretation. The research findings revealed that around 51% of elementary school prospective teachers fall into the category of moderate exposure to the Merdeka Curriculum. In comparison, 44% have low exposure, and only 5% have high exposure to information and implementation of the Merdeka Curriculum. This condition is influenced by several factors, among which the most significant factor affecting elementary school teacher candidates is motivation, with 67.4% motivated to explore the Merdeka curriculum. The survey also depicts the most common forms of support provided by the university, including the use of learning resources related to the Merdeka curriculum (41.9%), support through applications in courses (39.5%), support through the dissemination of information about Merdeka curriculum seminars, and some do not provide any support or mentoring (4.7%). Prospective teachers make various efforts to improve their understanding of the independent curriculum implementation policy, such as attending seminars and workshops on the Merdeka curriculum, seeking information independently from reading sources both from textbooks and online sources, discussing with lecturers, and being directly involved in the implementation of the independent curriculum.

Development of prospective elementary teachers’ knowledge to teach early algebra through case discussions

AbstractThis study investigated the development of prospective elementary teachers (PETs)’ subject matter and pedagogical content knowledge for teaching early algebra through participation in case discussions. PETs attended five weeks of intervention as part of a method course, which included case discussions. During the intervention, the participants were presented with big ideas of equivalence and equations, generalized arithmetic, and functional thinking as the content of early algebra through text-based classroom cases. Data were collected through one-hour individual interviews before and after the early algebra lessons. The analysis of the pre-interviews indicated that prospective elementary teachers may not be ready to foster algebraic thinking in elementary grades in terms of the required knowledge for teaching. We found that PETs needed more development of required subject matter knowledge to guide algebraic thinking in elementary grades, such as the relational meaning of the equal sign, generalizing, representing, or justifying arithmetic or functional relationships, and reasoning with them. Likewise, PETs were found to lack in pedagogical content knowledge related to students’ conceptions and misconceptions and effective teaching strategies to promote early algebraic thinking. However, we found that specifically designed method courses could help develop PETs’ knowledge of teaching early algebra. Following early algebra lessons centered around case discussions, PETs showed progress in multiple aspects of knowledge across all big ideas, though their improvement in generalized arithmetic was somewhat less pronounced. This progress was observed in their subject matter and pedagogical content knowledge.

Creativity and artificial intelligence: A study with prospective teachers

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

Number sense profile of prospective elementary school teachers in blended Mathematics learning

Number sense is a skill that contributes significantly to learning mathematics. However, number sense is often positioned as a fundamental skill whose development is more focused on children. The contribution of number sense in mathematics is even more apparent at higher levels of education. Ironically, number sense seems ignored and has become a rarely studied topic in higher education. Thus, the student’s number sense ability profile seems buried with various problems. This study aims to reveal the profile of prospective elementary school teachers’ number sense abilities and the factors causing their failure in solving math problems during the implementation of blended learning. This study uses a qualitative approach with 37 prospective elementary school teachers as research subjects. The observation of the test and lecture activities is the data collection method. The results showed that the prospective elementary school teachers’ number sense ability was still relatively low. Based on the components, the order of number sense abilities is from the highest, namely: (1) knowledge and number facilities with the achievement of 14.41%; (2) knowledge and facilities for number operations with the achievement of 8.12%; and (3) knowledge and facilities of numbers and operations for computing settings with an achievement of 1.8%. The low number sense ability is caused by the habit of solving problems procedurally and the failure to solve problems due to misconceptions, not understanding concepts, inaccuracy, inability to understand questions, and difficulty representing fractions. Various factors causing the failure arose due to the limitations of implementing blended learning.

Minimizing Misconceptions: Designing an Electrical and Magnetic Syllabus for Prospective Elementary School Teachers Using Predict Observe Explain-Conceptual Change Text (POE-CCT)

This study aims to 1) Obtain empirical data on the needs analysis for developing electrical and magnetic learning devices using the Predict-Observe-Explain (POE) approach assisted by Conceptual Change Text (CCT), and 2) Gather comprehensive information on designing a syllabus for electricity and magnetism using POE assisted by CCT. This qualitative research focuses on the define and design stages of the 4D model and involves 30 second-semester students from the Elementary School Teacher Education Study Program, including 6 men and 24 women, enrolled in the Basic Science Concepts course. Data collection methods included interviews to develop and validate a product based on needs analysis, such as graduate learning outcomes related to the course, relevant study materials, learning methods, time allocation, learning resources, references, learning media, and assessment criteria. The data was analyzed using content analysis techniques. The findings of this study confirm that 1) A learning tool using the POE-CCT approach is necessary to reduce misconceptions among prospective elementary school teachers, particularly in understanding the domains of electricity and magnetism, which are conceptually complex. The designed syllabus aims to address these misconceptions by incorporating POE learning tools assisted by CCT. This includes stages where students predict outcomes and reasons, observe and record their findings, and explain their observations followed by class discussions. 2) The syllabus development stage, based on needs analysis, results in POE learning tools with CCT assistance that promote independent prediction, observation, and explanation. This structured approach enhances active engagement, deeper understanding, and conceptual refinement through collaborative discourse, promising improved comprehension and retention of complex scientific concepts in the classroom.

Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers

This study explores students' responses to how the peer teaching method in microteaching lectures can provide teaching skills to become elementary school teachers. The research applied a quantitative descriptive method by analyzing questionnaire instruments distributed to 35 elementary school teacher education students who took microteaching courses in the fourth semester. Data collection used a closed-ended questionnaire instrument and focus group discussions to identify teaching skills that are still needed by students to be trained through peer teaching. The results of the data analysis showed that the average student perception of peer-teaching reached an average of > 4 (figure 1) out of 12 questionnaire questions. This figure indicates a good category. The results of the focus group discussion obtained data that what still needs to be trained through peer teaching is adjusting learning strategies to the learning material and the background of students and eliminating the fear of making mistakes that make them insecure in front of their peers. Based on the results of data analysis, it is concluded that students' perceptions are good about peer teaching and can help them equip teaching skills as prospective elementary school teachers. However, it is still necessary to add skill training through peer teaching about adjusting learning strategies to the material being taught and eliminating self-confidence. From the findings of this study, it is suggested that to prepare the competence of elementary school teachers through micro-teaching courses, the peer teaching method needs to be maintained but it needs to be added to the content of skills that are still needed by students, namely preparing lesson plans.

PGSD Student Internship Program in The Framework of The MBKM Curriculum (Study of Internship Implementation in The Ngada Region, East Nusa Tenggara)

This research aims to describe: 1) Preparation for internships, 2) Implementation of internships, 3) Evaluation of internships in the PGSD STKIP Citra Bakti Ngada Study Program. 4) Reveal how the internship program can strengthen the competencies of prospective elementary school teachers. This type of research is qualitative research, with a descriptive design, and uses a phenomenological approach. Data collection methods use questionnaires, interviews and observation. The informants for this research were students of PGSD STKIP Citra Bakti Ngada class of 2020, DPM (Internship Supervisor) and tutor teachers. The data analysis method uses interactive analysis by means of data reduction, data presentation and data verification. The results of this research are: 1) Preparation for the internship in the PGSD STKIP Citra Bakti Ngada study program has been carried out well, students have carried out registration procedures in accordance with the provisions, the DPM (internship supervisor) also provides debriefing to students before being sent to partner schools so that students understand and understand the purpose of holding an internship program. 2) The implementation of the internship program for students of the PGSD STKIP Citra Bakti Ngada study program class of 2020 is in accordance with the guidelines in the internship handbook. 3) Partner elementary schools and DPM provide a joint evaluation at the end of the program 4) Implementation of an internship program for students of the PGSD STKIP Citra Bakti Ngada study program can strengthen the competency of prospective elementary school teachers because, judging from the SKGP (competency standards for novice teachers), it turns out that the competency of novice teachers is also possessed and found in students participating in the internship program as prospective teachers when carrying out the internship program at partner elementary schools. From the results of the research conducted, it can be concluded that the internship program carried out by PGSD STKIP Citr Bakti Ngada study program students runs in accordance with procedures and guidebooks. This internship program can also strengthen the competency of prospective elementary school teachers.

Integrating RADEC Model and AI to Enhance Science Literacy: Student Perspectives

This study aims to evaluate the use of the RADEC Model supported by Artificial Intelligence (AI) in enhancing students' science literacy. The research methodology involves data collection through student questionnaires, which include questions related to their understanding of scientific concepts, contexts, and attitudes after using the RADEC Model. Data analysis employs descriptive statistical techniques to assess students' agreement levels regarding the provided statements. The results indicate that most students exhibit high levels of agreement regarding the effectiveness of the RADEC Model in enhancing their understanding of science concepts, boosting learning motivation, facilitating problem-solving, and developing critical thinking skills. Positive impacts are also observed in improving student engagement in collaborative discussions and increasing their interest in further exploration of science. This research makes a significant contribution by highlighting the importance of integrating AI technology into educational approaches to enhance students' science literacy, with broad implications for improving the quality of science education in the future. In conclusion, the integration of the AI-based RADEC Model is an innovative step to increase the effectiveness of science learning in elementary schools, so prospective elementary school teachers must be able to master this technology to provide personalized learning experiences and improve students' science literacy.

EXPERIENCE OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS IN REMOTE REGIONS OF INDONESIA IN POSITIVE DISCIPLINE TRAINING AND INCLUSIVE EDUCATION: IMPLICATIONS FOR MORAL AND CHARACTER EDUCATION

This study explores the implications of positive disciplinetraining and inclusive education for prospective elementary teachers in Southwest Papua, with a focus on developing moral and character education as well as building a supportive learning environment. The number of participants is 30 students/teacher candidates with 5 trainers. Through this training, prospective teachers are able to increase their understanding of inclusivity, adopt proactive classroom management strategies, and develop inclusive teaching skills. As a result, they are able to create a safe and supportive learning environment, which promotes moral values and strong character among students. The implications of this research provide an optimistic picture of the role of prospective teachers in building inclusive education and strengthening student character, especially in the special cultural and environmental context of Southwest Papua.

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

ABSTRACT This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.

Refleksi Praktik Mengajar Bahasa Inggris Di Sekolah Dasar Negeri

Elementary School Teacher Education students as prospective elementary school teachers have an important role in developing and improving the quality of education in Indonesia. Therefore, students need to get adequate provision. One way to get this provision is by doing teaching practice in elementary school. Teaching practice provides many lessons for students, both positive and negative, which can be used as evaluation material. One effective way of evaluation is reflection. Through reflection, students can assess and measure the process and results of learning, know the strengths and weaknesses, and plan improvements for further learning. This study aims to determine the results of student reflection after implementing English language learning in elementary schools. This research used descriptive qualitative approach with narrative inquiry method. The results of the research that have been obtained are students present a detailed reflection report after taking action.