Developing Micro-Teaching Video As Learning Media In Automotive Teacher Education

Abstract

The purpose of this research were: (1) to produce an appropriate micro-teaching video for the student teachers of Teacher Professionalism Training Program of Automotive Engineering Education, (2) to find out their responses to the micro-teaching video, and (3) to find out the effectiveness of the micro-teaching video in teaching the students. This research employed ADDIE model consisting of five stages namely analysis, design, development, implementation and evaluation. The product of this research was validated by the experts of media and materials in automotive engineering field. The product was tested on the students of Teacher Professionalism Training Program of Automotive Engineering Education Department. The research data were collected using questionnaire and observation sheet, and were analyzed through quantitative descriptive analysis. The results showed that: (1) micro-teaching video as learning media was classified into ‘very good’ level with the mean score 4.89 by the media expert, and also categorized into ‘very good’ with the mean score 4.67 by the materials expert, (2) the student teachers’ responses to the video during the try-out were classified into ‘very good’ level with the mean score 4.20, and (3) micro-teaching video as learning media was assumed to effectively improve the student teachers’ teaching skills. There was a significant improvement on the student teachers’ practice score, from 77.26 in the first practice to 83.59 in the second practice. In conclusion, micro-teaching video is an appropriate and effective learning medium for student teachers in Teacher Professionalism Training Program.

Needs Analysis of Contextual Training for Automotive Technicians

“…The stage of analyzing the availability of learning materials, facilities and infrastructure is an analysis carried out before deciding to make learning materials. Meanwhile, several studies that specifically develop a training programs for technicians, such as focusing too much on the training materials so that they forget about some important aspects that must be analyzed such as the characteristics of the technician such as their learning style, where they live and other important aspects that described in step 2 of method in research results (Said et al, 2016;Sofyan et al, 2019;Tafakur et al, 2020;Widjanarko et al, 2016).…”

Designing the video-based learning environments using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher

“…In addition, compared to lecture videos, demonstration videos helped learners better understand content related to laboratory skills and engagement (Sugathapala & Chandrika, 2021). while micro-teaching videos could enhance teaching skills and could be used as teaching materials for pre-service teachers (Sofyan et al, 2019).…”

Teachers’ Impoliteness Strategies in Providing Feedback in a Microteaching Class

“…Microteaching is a well-organized teaching training program for prospective teachers with several characteristics, including short lesson plans, a small number of students and short time implementation. Besides, teachi ng performances are recorded, reviewed, analyzed, and evaluated to provide feedback to prospective teachers (Reddy, 2019) to master basic teaching skills (Sofyan et al, 2019). The microteaching aims to build teaching skills for prospective teachers by providing opportunities to practice teaching skills (Önal, 2019;Bahjat, 2016), by providing more simple teaching and learning situations, learning and practicing at the same time, and providing simulation situations to students (Nugraheni, 2019).…”