Supervisory Pattern of Microteaching for SEA TEACHER Program: Student Perception

Wijayanti, Palupi Sri; Syahruzah, Juang Kurniawan; Permana, Septian Aji; Hartanto, Supri; Setiawati, Esti

doi:10.13189/ujer.2020.082216

Cited by 2 publications

(2 citation statements)

References 33 publications

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“…Didukung pula hasil penelitian dari Wijayanti et al (2020), dengan judul penelitian "Supervisory Pattern of Microteaching for SEA TEACHER Program: Student Perception", dan hasil penelitian ini menyatakan bahwa program SEA Teacher dianggap menyeluruh dan terstruktur dengan baik. Penelitian ini menemukan bahwa persepsi mahasiswa terhadap pola supervisi pengajaran mikro di program SEA Teacher secara umum positif.…”

Section: Pembahasanunclassified

Analisis Diplomasi Publik Melalui Pertukaran Guru: Studi Kasus Program SEA Teacher Antara Indonesia dan Filipina

Sunardi

2024

SLJIL

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Tujuan dari penelitian ini adalah untuk mengetahui bagaimana Program SEA Teacher berkontribusi pada pencapaian tujuan diplomasi publik Indonesia dan Filipina dalam meningkatkan generasi muda ASEAN untuk menghadapi globalisasi, pertukaran pelajar antarnegara anggota ASEAN dan forum kepemudaan pada pekan budaya yang diselenggarakan tahunan. Metode penelitian yang digunakan pada penelitian ini adalah metode penelitian yang digunakan peneliti adalah metode kualitatif dengan pendekatan analisis tematik. Dengan menggunakan metode ini, diperoleh pemahaman yang mendalam tentang pengalaman para peserta serta pengalaman para mentor dan koordinator SEA Teacher dari negara Indonesia dan Filipina. Hasil penelitian ini mengungkapkan bagaimana program SEA Teacher berkontribusi dalam pelaksanaan diplomasi publik kedua negara Indonesia dan Filipina memperkenalkan budaya dan bahasa dari masing-masing negara peserta SEA Teacher dan pengembangan diri bagi peserta untuk mengajar.

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Section: Pembahasanunclassified

Analisis Diplomasi Publik Melalui Pertukaran Guru: Studi Kasus Program SEA Teacher Antara Indonesia dan Filipina

Sunardi

2024

SLJIL

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“…Furthermore [4] also states that the practice of microteaching contributes positively in providing experience of lesson preparation and planning, self-development in terms of teaching methods, acquiring presentation skills, experience managing classes, controlling excitement and stress. Meanwhile [5] states that microteaching contributes to the development of teaching skills for prospective teacher students. The results of other studies show that microteaching has an indispensable role in developing the skills of prospective teachers.…”

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confidence: 99%

Identification of Microteaching to Improve the Quality of Prospective Teachers After The Pandemic of Covid 19

Wibowo,

Sumbawati,

Yunus

et al. 2023

Advances in Social Science, Education and Humanities Research

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Currently the Covid 19 pandemic has been declared over, but the impact of the pandemic is still being felt by the community, especially students of the Bachelor of Education Program. One of the important subjects for students of education study programs is microteaching. Microteaching is the practice of real teaching practice on a small scale. The training is in the form of practice of 8 (eight) teaching skills either in class, workshop or laboratory. Through the practice of basic teaching skills, it is hoped that prospective teacher students will be able to manage classes and be able to achieve planned learning objectives efficiently and effectively. The basic practice of teaching microteaching with a load of 2 credits is a basic, introductory course and a prerequisite for the Schooling Field Development (PLP) course. PLP is real teaching practice in partner schools. This study aims to identify aspects of planning and implementing microteaching courses after the pandemic. The research used a descriptive method by distributing closed questionnaires via the Google Form platform to Engineering Faculty students who had taken the microteaching course even semester 2022-2023. Respondents' answers were presented and then analyzed descriptively to describe aspects of the planning and implementation of the microteaching course. The research results on the planning aspect were 100% implemented. In the implementation aspect, 60.6% was carried out in a mixed mode between online and offline (hybrid). 90% of micro-practices are carried out in theory classes and only 10% of micro-practices are carried out in workshops or laboratories. The benefits of this research are to maintain and improve the quality of microteaching learning, the quality of PLP, and then improve the quality of teacher human resources in schools.

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Supervisory Pattern of Microteaching for SEA TEACHER Program: Student Perception

Cited by 2 publications

References 33 publications

Analisis Diplomasi Publik Melalui Pertukaran Guru: Studi Kasus Program SEA Teacher Antara Indonesia dan Filipina

Analisis Diplomasi Publik Melalui Pertukaran Guru: Studi Kasus Program SEA Teacher Antara Indonesia dan Filipina

Identification of Microteaching to Improve the Quality of Prospective Teachers After The Pandemic of Covid 19

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