Prospective Teacher Students Research Articles

Improving teaching quality: Development of the PjBL microteaching model for prospective biology teachers

Educational institutions prepare prospective biology teachers so they can carry out learning effectively and efficiently. However, there is a gap in meeting the needs for effective learning for prospective biology teachers. Based on a survey of 177 prospective teacher students, it was found that they preferred microteaching to be integrated with the project-based learning model. The aim of this research is to develop a PjBL-based microteaching model. The research method employed is Research and Development (R&D) using the ADDIE model. The research subjects were 36 fourth-semester students from the Biology Education Study Program who were enrolled in microteaching courses. The PjBL-based microteaching model has the syntax, (1) Instructional to the concept of microteaching, (2) plan, (3) teach, (4) feedback and reflection, (5) project collection, (6) project evaluation. Conclusion: This PjBL-based microteaching model is developed from microteaching and PjBL theories. The PjBL-based microteaching model for prospective biology teachers is deemed suitable for use, as indicated by validator assessments and small group and large group tests. Based on the results of the large group trials, it is evident that this model positively impacts the 4C skills of prospective biology teachers.

Quality of Discovery Learning-Based Chemistry Learning Tools Developed by Chemistry Teacher Candidates

Prospective chemistry teachers play an important role in implementing Discovery Learning through the learning tools they develop. It is important to evaluate the quality of discovery learning-based learning tools utilised by prospective chemistry teachers in order to provide constructive feedback and improve their competence. This study aims to describe the quality of learning tools in the form of teaching materials and Learner Worksheets that have been prepared by prospective chemistry teachers. This research is a quantitative descriptive research. The population of this study were all students majoring in chemistry class of 2021. This study used purposive sampling technique. The sample of this study was prospective teacher students from the 2021 class B chemistry education study programme, totalling 23 people. Data collection techniques in the form of portfolio/document evaluation in the form of learning devices made by prospective chemistry teacher students. The learning tools collected by prospective teacher students are in the form of teaching materials and student worksheets based on Discovery learning. The learning devices that have been collected are then assessed using validated instruments and assessment rubrics and then scored to determine the ability category of prospective teacher students. The results showed that the quality of discovery learning-based teaching materials prepared by Chemistry teacher candidates in the construction component is categorized as Good, content/material is categorized as Very Good, learning assessment is categorized as Quite Good and discovery learning orientation is categorized as Good. The quality of discovery learning-based student worksheets prepared by prospective chemistry teachers in terms of the construction component is categorized as Very Good, learning activities are categorized as Very Good, learning assessment is categorized as Good and discovery learning orientation is categorized as Very Good.

System differential learning for detecting learning styles in science education for students with learning disabilities

The research aims to develop a Differential System Learning (SIDILAN) effective for students to learn Disabilities (LD) in science learning. SIDILAN is designed to detect students' learning styles that suit their unique needs, especially those with difficulty understanding science concepts. The research method used is the ADDIE Model, an abbreviation for the five stages of the development process: Analysis, Design, Development, Implementation, and Evaluation. The implementation stage of ADDIE SIDILAN was implemented on 68 prospective teacher students in Indonesia aged 20-22 years, and they were then given a questionnaire to respond. The study results showed that the development of the SIDILAN online URL https://s.id/SIDILAN can be used to detect students' learning styles in science learning. Based on the student response questionnaire to SIDILAN for Learning Disability (LD), information was obtained that LD A for the Indicator of Understanding and Engagement was 84.31%, LD B for the Indicator of Effectiveness 87.25%, LD C for the Indicator of Skills and Self -Development of 92.65% and LD D for Indicator of Satisfaction and Recommendation of 95.59%. The findings indicate that SIDILAN effectively improves the quality of learning by offering personalized learning styles according to their needs, creating a more inclusive and supportive educational environment for students with learning disabilities. The study suggests that SIDILAN should be integrated into special education programs as an innovative solution to support the science learning process for students with special needs.

Favorite Lecturer Characters of Elementary Education Teacher Prospective Students

This research aims to discover the character aspects of lecturers most preferred by Elementary education students and the impacts and implications on the character of prospective teacher students. The method used in this research is qualitative field research with phenomena studies. Primary data were obtained from students through a questionnaire using a form instrument and unstructured interviews with an open pattern. The results showed that of the 13 aspects of lecturer character that were the most favored aspects of prospective Elementary School teacher students mapped from lecturer personality and educational competencies, namely lecturers who were able to place themselves, had high self-confidence, were tolerant, and understood students' character. The impact on students is increased motivation and self-confidence, more positive relationships, increased academic achievement, and development of student soft skills. The implications of the character of a favorite lecturer for the character of prospective teacher students are the formation of an Inclusive Learning environment, increased student psychological well-being, and strengthening of a positive academic culture.

TEACHER’S INNOVATION IN TEACHING LINGUISTIC KNOWLEDGE: EXPLORING STUDENTS’ REFLECTIONS IN LEARNING EFL WITH TECHNOLOGY

The foundation of competence for English teachers in the EFL context, as well as for any language teacher, lies in linguistic knowledge (Chang & Kanno, 2010; Kemaloglu-Er, 2017; Marfui, 2016; Medgyes, 1992). However, due to English being a foreign language in Indonesia, teachers who work with EFL learners require innovative strategies to achieve teaching goals and fulfill the profile of future EFL teachers (Chun et al., 2016; Hoopingarner, 2009; Kern, 2006; Kessler, 2018; Köksal, 2004; Salaberry, 2001). This study aims to explore EFL students' reflections on their experience of learning Linguistics with technology and its impact on their linguistic knowledge, which is valuable for their future. A total of 156 prospective teacher students participated in the study. They provided reflections on the learning process for Phonetics and Phonology courses at the end of the semester, using the Three What’s reflection writing concept guide: What, So What, Now What (Borton, 1969; Rolfe, 2014). Based on the reflection results, linguistic competence is acquired through a systematic learning process, both offline and online, which incorporates various technology-based learning resources (such as Google Classroom, Quizizz, YouTube, Padlet, etc.), with relevant linguistic content. The use of technology as a teaching strategy to aid student comprehension represents an innovation in language learning, as students become more creative in discussing and creating projects related to the course. Furthermore, they continue to utilize the technology they have experienced in other learning activities. By incorporating technology into the process of understanding essential linguistic concepts, teachers can model the target language being taught, demonstrating that teacher innovation is an integral part of professionalism and contributes to the improvement of learning continuity. In line with this notion of sustainability, it is recommended that further research be conducted to investigate the effectiveness of using technology in assisting and motivating students in assessment as learning, assessment for learning, and assessment of learning.

The Development of Entrepreneurship Courses for Prospective Teacher Students: Competency Analysis and Study Materials

Entrepreneurship courses are one of the important courses to be developed in the curriculum of education study programs. This is to equip students, apart from having abilities in the field of education, to have an entrepreneurial spirit. Prospective teacher students need to be equipped with entrepreneurial competencies as a provision for living life after graduating from lectures as prospective teachers. Currently, there are rarely studies on the development of entrepreneurship courses for prospective teachers. This study aims to develop competencies and study materials that need to be mastered by prospective teacher students in entrepreneurship courses. This research was conducted using the delphi method involving expert consensus to determine the competencies and study materials for entrepreneurship courses. These competencies and study materials are used as the basis for developing semester learning plans (RPS) by lecturers. The results showed that there are ten competencies that must be mastered by prospective teacher students in carrying out entrepreneurship lectures. The most important thing is about exploring local potential which can be utilized for entrepreneurial activities. The ten competencies were also analyzed based on priority order factors that must be trained to students. Through this research, it is necessary to develop a more practical curriculum for educational study programs.

Contextualization of Augmented Reality Digital Module Instruction: Grounded Theory Study in Examining Van Hiele’s Level of Geometric Thinking

Van Hiele's thinking level has an important role in understanding, interpreting, and determining the geometric thinking ability. However, the lack of technological products that can support Van Hiele's improvement in thinking level is a challenge in itself. One of the tools that can help prospective teacher students to reach Van Hiele's level of thinking is Augmented Reality technology. Therefore, this study aims to investigate Van Hiele's level of thinking through the intervention of Augmented Reality Digital Module Instruction (ADMI) using grounded theory design. The participants involved in this study were one lecturer and ten prospective teacher students who experienced difficulties in improving the level of Van Hiele geometric thinking. The data collected through observation, tests, and interviews are analyzed qualitatively through the stages of open coding, axial coding, and selective coding. These research found that students who had difficulties in carrying out the first level of Van Hiele could use ADMI to overcome these difficulties; students can construct knowledge about 3D geometry; the success of students in completing the geometry test involves reasoning. This study emphasize that ADMI contributes to geometry learning because it can make it easier for students to reach the lowest level of Van Hiele.

Edible Coating from Breadfruit Starch and Chitosan for Food Packaging

Lectures that encompass Education for Sustainable Development (ESD) can encourage awareness about sustainable development by integrating current issues, such as the potential of breadfruit starch and chitosan for making edible coatings for food packaging. This work aimed to study the development of edible coating from breadfruit starch (BS) and chitosan (CH) for food packaging based on SDGs aspects and as preliminary research to develop worksheets for prospective chemistry teacher students. BS-CH edible film developed by solvent evaporation method, thickness measurement, and physical properties for application on chili, carrot, and sweet potato which. The results showed that the optimal comprehensive properties of the film were obtained when the mass ratio of 3% AS to 1% CH was 7:3. The solubility test results show that the addition of CH ratio increases the swelling of the film before the dissolution process. The tensile strength and elongation of the film increased with the addition of CH until the optimum condition with tensile strength values of 3.01 MPa and 58.26%. The optimum mass ratio was applied through the coating of carrot, chili, and sweet potato which can prevent mass weight and mushroom. Apart from that, student opinion data was generated in the form of potential edible coating topics in the theme of ESD issues. In addition, student opinion data was generated in the form of expectations of edible coatings topics in ESD-laden chemistry learning, including understanding and applying ESD principles and the context of edible coatings and introducing the potential of edible coatings in society so that it is expected to improve 21st-century skills. The results of this research show the need to integrate the topic of edible coating of breadfruit starch and chitosan in worksheets for prospective chemistry teacher students.

Preliminary Study on the Development of a Lip Learning Model Based on the Local Potential of Taba Vulkan Gamalama for Improving Students’ Chemical Literacy

This research is a preliminary study in the form of a needs analysis as a guide in developing a LIP (inquiry training-project) learning model based on the local potential of Taba (sand land and batu angus) Gamalama volcano to increase students' chemical literacy. This research was carried out through observation, distributing questionnaires and literature studies regarding the LIP learning model based on Taba's local potential to increase students' chemical literacy. The research method used is descriptive qualitative with data collection techniques, namely observation, questionnaires and Discussion. The subjects of this research were students in the Chemistry Education Study Program in the inorganic chemistry course. The sample used was a saturated sample with a total of 52 students. This research is the initial part of a series of Research and Development models. The research results show that the chemical literacy of Indonesian students is still low, which is based on the results of the 2022 PISA assessment by the OECD, namely that Indonesia is in 67th position out of 81 countries with a score of 383, and the observation results as needs analysis data obtained 100%, not yet using the LIP learning model (inquiry training-project) based on the local potential of Taba Vulcan Gamalama during chemistry learning. Based on the results of the preliminary study that has been carried out, it shows that it is necessary to develop a LIP learning model based on the local potential of Taba Vulcan Gamalama to increase the chemical literacy of prospective teacher students.

Response of Prospective Mathematics Teacher Students To Learning Difficulties In Calculus Course

This study was motivated by the learning difficulties faced by prospective mathematics teacher students in calculus courses, while calculus courses studied at the college level equip prospective teacher students to teach mathematics subjects at the secondary school level. This study aims to determine students' responses to learning difficulties in calculus courses. This research used descriptive quantitative method by involving 25 students of Tadris Mathematics IAIN Kerinci as the research sample. The sampling technique used in this study was convenience sampling, which is when a researcher chooses his sample only by including people who are available. This study uses a closed questionnaire as a data collection tool that is reviewed from 7 aspects of difficulty, namely interest, motivation, talent, intelligence, facilities and infrastructure, quality, and teaching methods. The results of descriptive analysis showed that students have a high level of difficulty in learning calculus. The conclusion of this study shows that students' learning difficulties, especially in calculus courses, are strongly influenced by external factors, especially related to learning facilities and infrastructure. The results also show that prospective math teacher students at IAIN Kerinci have an unfavorable response to learning difficulties in calculus courses.

Three Paradigms for Learning Mathematics with the Aid of Artificial Intelligence: A Phenomenological Study of Prospective Teacher Students

The 21st century has seen rapid changes in educational practices, mainly due to technological advancements such as artificial intelligence. Especially in today's digital age, technology is essential in transforming education. One prominent innovation is the use of AI in the context of learning. This research aims to discover prospective teachers' learning processes using AI. In addition, this research seeks to determine the position of AI in learning mathematics for prospective teachers. The participants are Mathematics Education students of Universitas Swadaya Gunung Jati (UGJ) Cirebon. This qualitative study uses phenomenological methods by collecting data from each research subject about experiences regarding the use of AI in solving several math problems. This research provides insight into how prospective teachers can utilize AI technology in the mathematics learning process. In addition, this research is essential because it contributes to the development of technology-based pedagogy, a significant trend in global education today. This research uses data collection methods through observation, interviews, and content. The results of this study are that 3 paradigms from previous research are in line with the theory of 3 paradigms: (1) AI-directed students as recipients, (2) AI-supported students as collaborators, and (3) AI-empowered students as leaders. Most participants in this study were collaborators in these three paradigms.

Problem Posing in Prospective Primary School Teacher: Perspective Commognitive

This research explores the problem-posing abilities of students, especially prospective primary school teachers, which are demonstrated through problem-posing creativity produced through worksheets. In exploring students' problem-posing abilities, descriptive research with a qualitative approach was used. The subjects in the research were prospective primary school teacher students who had taken a number concept course which was chosen based on the problem-posing strategy that emerged after solving the given problem. Furthermore, subjects were interviewed in-depth to find out cognitive by looking at four indicators, namely word use, visual mediator, narrative and routine. The research results showed that there were no subjects with imitation strategies and subjects with reformulation strategies and reconstruction strategies did not give rise to problem-posing using visual mediators. This is because the subject is not used to problem-posing mathematical models in the form of diagrams or symbols.

The Meaning of Live-In Activity Experience for the Self-Efficacy of Prospective Religious Teacher Students and Pastoral Practitioners

This study explores the pastoral experience during live-in activities for Catholic Religious Education Program students and its impact on their self-efficacy as future religious teachers and pastoral practitioners. Using a descriptive qualitative method with a phenomenological approach, data were collected through semi-structured interviews with students involved in pastoral activities at St. Michael Elopada. The results show that students' self-efficacy increases through social support from the congregation, success in organizing and guiding pastoral activities, inspiration from community leaders who are experienced and respected figures, and belief in their potential. The live-in experience becomes a significant source of self-efficacy, boosting students' confidence in their duties as religious teachers and pastoral practitioners. This study's novelty lies in its focus on the pastoral field and using a phenomenological approach, demonstrating that social support and successful experiences can enhance self-efficacy. The contribution to the study is that social support and experiences of success can increase a person’s self-efficacy.

Increasing the Motivation of Prospective Teachers: Exploration of the Use of ChatGPT in Developing Mathematics Teaching Materials Independent

Teachers in Indonesia have limitations in developing teaching materials. The aim of this research is to explore the use of ChatGPT in developing mathematics teaching materials for the independent learning curriculum in Indonesia. This type of research is quantitative descriptive with a sample of 15 students. The instruments used in this research were motivation questionnaires, observation sheets, documentation, and interviews. The results of this research are steps for using ChatGPT in developing teaching materials, including developing needs analysis instruments, searching for teaching material materials, and searching for teaching material designs with the help of ChatGPT. The use of ChatGPT in developing teaching materials is very helpful and easy, providing time and energy efficiency as well as extensive information for prospective teacher students. However, the use of ChatGPT in developing teaching materials also has disadvantages, including not always being able to understand more specific learning contexts, resulting in errors in understanding or being irrelevant. Another thing that is felt is the limitations of the images displayed by ChatGPT. The motivation of prospective teacher students in developing teaching materials using ChatGPT was obtained by 13 people who had medium and high motivation, while 2 people had low motivation.

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.

Effectiveness of the Connected Learning Cycle (CLC) for Training Scientific Literacy Skills and Argumentation Skills in Prospective Chemistry Teacher Students

Objective: This research aims to determine the use of connected learning cycle (CLC) to practice scientific literacy skills and argumentation skills. Theoretical Framework: Connected learning cycle is a learning strategy using a connected curricular model combined with the 5E learning cycle. There is a relationship between scientific literacy skills and argumentation. Argumentation skills can be improved with literacy skills. Method: This study used a single group pretest post-test research design. The tools and instruments used to collect data have been validated by five experts and received a very valid assessment in the content and construct aspects. The research instruments include scientific literacy and argumentation skills test questions, student activity observation sheets, and student response questionnaires. The analysis used includes learning completeness, in this case completeness in scientific literacy skills, argumentation skills, the n-gain score to see the development of learning outcomes. The Chi square test, and the Fisher test looked at the relationship between scientific literacy and argumentation skills. Results and Discussion: Connected Learning Cycle (CLC) method is effective for training scientific literacy and argumentation skills. Research Implications: Remembering literacy and argumentation skills is the basis for developing other thinking skills, it is hoped that the results of this research can be used as an alternative effort to train scientific literacy skills and argumentation skills. Originality/Value: The Connected Learning Cycle (CLC) method used was a combination of connected curricular model combined with the 5E learning cycle as alternative effort to train scientific literacy skills and argumentation skills.

Analysis of the attitudes and perceptions of prospective science teacher students towards stem learning

Analysis of the attitudes and perceptions of prospective science teacher students towards stem learning

Competence Strengthening of Hard Skills and Soft Skills of Prospective Religious Education Teacher Students through the Introduction to School Field Program (PLP) in Indonesia

Purpose – The Introduction to School Field Program (PLP) in Indonesia is mandatory in universities and designed to produce professional teacher candidate competencies. Each prospective teacher-student is equipped with adequate hard skills and soft skills before becoming a teacher in the school environment. Design/methods/approach – This study used a phenomenological approach that aims to obtain an understanding of the hard skills and soft skills taught in the PLP program. Moreover, the study also explained what types of hard skills and soft skills were trained during the PLP. This phenomenological research explored the experience of prospective teacher students participating in PLP. The research data was taken through in-depth interviews with interview guidelines made for 20 PLP participating students at the two host universities in Purwokerto and the Special Region of Yogyakarta. Data analysis used data reduction, presentation, and interpretation. Findings – The study results found that the teaching of hard skills and soft skills has been integrally applied in the program through the existing curriculum. Methods of mentoring, field practice, evaluation, and improvement have been used in the PLP program. Meanwhile, the types of hard and soft skills provided consist of ethics, communication, learning design, and evaluation making. Research implications/limitations – The respondents of this study were limited to the coverage of two regions, namely Central Java and the Special Region of Yogyakarta, leading to the research limitation. Expanding the research location and using other quantitative research can strengthen the results of this study. Originality/value – Future studies should further overcome the shortcomings of this program and improve to be reference for policy-making by the PLP program organizers.

Measurement of Independent Learning Readiness of Prospective Teacher Students

Measurement of Independent Learning Readiness of Prospective Teacher Students

Analysis of Understanding the Concept of Alkenes through the Three-tier Multiple Choice Diagnostic Test Instrument

The ability of prospective teacher students to master chemistry material will influence the achievement of learning objectives. Alkenes are an important sub material in organic chemistry courses because alkenes are often used as basic ingredients in chemical reactions. This research aims to analyze Untan chemistry education students' understanding of alkene sub materials. The research method used is quantitative descriptive. The research sample consisted of 50 students. The instrument used was Three-Tier Multiple Choice with a total of 10 questions and a semi-structured interview. Before using the instrument, a validity and reliability test was carried out first. The analysis results of students who understand the concept well are only 28.06%, and 6.06% of students understand but are not sure, while the percentage of students who do not understand the concept is 40.21%, and 29.95% of students experience misconceptions.