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All Journal Cakrawala Pendidikan Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Penelitian Pendidikan IPA (JPPIPA) Measurement In Educational Research
Chokchai Yuenyong
Khon Kaen University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Tadris: Jurnal keguruan dan Ilmu Tarbiyah

 1 
Reflection Practice in Microteaching: Evidence from Prospective Science Teachers Reni Marlina; Hadi Suwono; Chokchai Yuenyong; Ibrohim Ibrohim; Hamdani Hamdani
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8, No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.15846

Abstract

Professional education courses such as microteaching are currently placing greater emphasis on reflective activities, particularly in the context of the new paradigm curriculum in Indonesia. The aim of this study is to investigate the ability of prospective teachers to reflect on their microteaching experiences, the common aspects discussed during reflection activities, and the peer feedback provided regarding lesson plan design and implementation within a microteaching setting. The study employs a sequential explanatory mixed-methods design and spans 13 weeks with 122 teacher candidates who participated in a flipped learning setting. Flipped learning was chosen as the instructional model to potentially enhance the level of collaboration in learning activities. Results revealed that flipped learning can indeed foster a collaborative environment among prospective teachers. Further, the most commonly identified aspect appearing in the reflections was the modeling of teaching techniques, outweighing other aspects such as classroom management, learning tools, lesson duration, pedagogical strategies, and student learning processes. These findings offer valuable insights for prospective teachers, particularly regarding feedback and reinforcement practices in microteaching. Moreover, this research suggests that flipped learning could be a promising approach to cultivating these practices. Future studies are recommended to further investigate the potential of different instructional models in enhancing reflection and collaboration among teacher candidates.
Reflection Practice in Microteaching: Evidence from Prospective Science Teachers Reni Marlina; Hadi Suwono; Chokchai Yuenyong; Ibrohim Ibrohim; Hamdani Hamdani
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8, No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.15846

Abstract

Professional education courses such as microteaching are currently placing greater emphasis on reflective activities, particularly in the context of the new paradigm curriculum in Indonesia. The aim of this study is to investigate the ability of prospective teachers to reflect on their microteaching experiences, the common aspects discussed during reflection activities, and the peer feedback provided regarding lesson plan design and implementation within a microteaching setting. The study employs a sequential explanatory mixed-methods design and spans 13 weeks with 122 teacher candidates who participated in a flipped learning setting. Flipped learning was chosen as the instructional model to potentially enhance the level of collaboration in learning activities. Results revealed that flipped learning can indeed foster a collaborative environment among prospective teachers. Further, the most commonly identified aspect appearing in the reflections was the modeling of teaching techniques, outweighing other aspects such as classroom management, learning tools, lesson duration, pedagogical strategies, and student learning processes. These findings offer valuable insights for prospective teachers, particularly regarding feedback and reinforcement practices in microteaching. Moreover, this research suggests that flipped learning could be a promising approach to cultivating these practices. Future studies are recommended to further investigate the potential of different instructional models in enhancing reflection and collaboration among teacher candidates.
Co-Authors Farida Agus Setiawati Hadi Suwono Hamdani . Ibrohim Ibrohim Ibrohim Insih Wilujeng Mobinta Kusuma Purwo Susongko Reni Marlina Sukaya Sutaphan Susriyati Mahanal