Optimizing of Blended Experiential Learning Model in The Implementation of Microteaching to Improve Teaching Skills for Pre-Service Teachers
DOI:
https://doi.org/10.23887/jeu.v11i2.60048Keywords:
Learning Model, Blended Experiential Learning, MicroteachingAbstract
The problem of teaching microteaching and its application in schools during the COVID-19 pandemic is that it is done online, while teaching skills must be implemented in real life. This study analyzes the application of the blended experiential learning model and finds the impact of pedagogical skills on pre-service teachers’ application of their teaching skills. This study is using a participatory action research method in the form of an action-based inquiry study of the Stringer model. The participants were pre-service teachers who were taking microteaching courses, 35 male and 81 female students, 4 supervisors, and 4 student teachers. Quantitative data analysis will be carried out through descriptive statistical analysis. The results of the research on the application of the blended experiential learning model were well implemented; there was an increase in the ability of pedagogical skills, the development of student potential, and assessment skills. It is concluded that the application of this blended experiential learning model improves the ability of prospective teachers to master students, learn theory, implement curriculum, facilitate the development of student potential, learn evaluation skills, and take reflective action.
References
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309.
Agustina, P., & Saputra, A. (2017). Profil Keterampilan Dasar Mengajar Mahasiswa Calon Guru Biologi pada Matakuliah Microteaching. BIOEDUKATIKA Tahun, V(1), 18–28. http://journal.uad.ac.id/index.php.
Al Mamun, M. A., Lawrie, G., & Wright, T. (2022). Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments. Computers & Education, 178, 104398. https://doi.org/10.1016/j.compedu.2021.104398.
Al Murshidi, G. (2020). Videotaped teaching and learning methodology – an experiential learning and action research approach. Journal of International Education in Business, 14(1), 144–158. https://doi.org/10.1108/JIEB-05-2020-0041.
Annisa, A., & Sutapa, P. (2019). The Implementation of Nature-based Learning Models to Improve Children’s Motor Skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 170. https://doi.org/10.31004/obsesi.v3i1.140.
Arasomwan, D. A., & Mashiya, N. (2021). Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice. South African Journal of Childhood Education, 11(1), 1–10. https://doi.org/10.4102/sajce.v11i1.700.
Arcodia, C., Abreu Novais, M., Cavlek, N., & Humpe, A. (2021). Educational Tourism and Experiential Learning: Students’ Perceptions of Field Trips. Tourism Review, 76(1), 241–254. https://doi.org/10.1108/TR-05-2019-0155.
Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453–464. https://doi.org/10.1080/02619768.2014.912627.
Aryanti, I. N., & Rusnilawati. (2022). Model Blended Learning Berbantuan Video Animasi Meningkatkan Hasil Belajar IPA dan Sikap Kemandirian Siswa. Jurnal Edutech Undiksha, 10(2), 302–310. https://doi.org/10.23887/jeu.v10i2.53529.
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300.
Bartels, K. P. R., & Wagenaar, H. (2018). Doubt and excitement: an experiential learning approach to teaching the practice of qualitative research. Qualitative Research, 18(2), 191–206. https://doi.org/10.1177/1468794117713056.
Bhati, A., & Song, I. (2019). New Methods for Collaborative Experiential Learning to Provide Personalised Formative Assessment. International Journal of Emerging Technologies in Learning (IJET, 14(07), 179–195. https://doi.org/10.3991/ijet.v14i07.9173.
Bhattacharjee, B., & Deb, K. (2016). Role of ICT in 21 st Century’s Teacher Education. International Journal of Education and Information Studies, 6(1), 1–6. http://library.oum.edu.my/oumlib/sites/default/files/file_attachments/odl-resources/4353/convergence-ict.pdf.
Bhurekeni, J. (2020). Decolonial reflections on the Zimbabwean primary and secondary school curricu-lum reform journey. Educational Research for Social Change, 9(2), 101–115. https://doi.org/10.17159/2221-4070/2020/v9i2a7.
Bodis, A. (2020). Microteaching in Isolation: Fostering Autonomy and Learner Engagement through VoiceThread. International Journal of TESOL Studies, 2, 1–12. https://doi.org/10.46451/ijts.2020.09.14.
Buck, E., & Tyrrell, K. (2022). Block and blend: a mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience. Journal of Further and Higher Education, 46(8), 1078–1091. https://doi.org/10.1080/0309877X.2022.2050686.
Chakraborty, A. (2021). Effective Medium of Online Classroom Communication During the Covid-19 Pandemic. Psychology and Education Journal, 58(1). https://doi.org/10.17762/pae.v58i1.1096S.
Chong, K. M. E. (2020). Using experiential learning of NGOs to enhance active citizenship education in school curriculum: Case study of Hong Kong secondary schools. Asian Education and Development Studies, 9(4), 559–577. https://doi.org/10.1108/AEDS-02-2018-0023.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5.
Elbehary, S. G. A. (2019). Teacher education of statistics from theory to practice. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-06-2019-0141.
Fastrich, G. M., & Murayama, K. (2020). Development of Interest and Role of Choice During Sequential Knowledge Acquisition. AERA Open, 6(2), 233285842092998. https://doi.org/10.1177/2332858420929981.
Gutierrez, M., Adasme, M., & Westmacott, A. (2019). Collaborative Reflective Practice: Its Influence on Pre-Service EFL Teachers’ Emerging Professional Identities. Iranian Journal of Language Teaching Research, 7(3), 53–70. https://ijltr.urmia.ac.ir/article_120736_da259fbc2571b456df24d05d6187a626.pdf.
Hartman, R. J., Townsend, M. B., & Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching and Learning, 12(3). https://doi.org/10.1108/JRIT-03-2019-0044.
Hasnah, Y., Ginting, P., & Hasibuan, S. H. (2021). Analisis Evaluasi Pembelajaran Berbasis HOTS bagi Guru SMP. CARADDE : Jurnal Pengabdian Kepada Masyarakat, 4(1), 134–143. https://doi.org/10.31960/caradde.v4i1.855.
Hui, L., Bruin, A. B. H., Donkers, J., & Merriënboer, J. J. G. (2021). Stimulating the intention to change learning strategies: The role of narratives. International Journal of Educational Research, 107(February). https://doi.org/10.1016/j.ijer.2021.101753.
Keck, J., MacEwan, L., Hammell, N., Hyatt, A., & Mayer, C. (2006). The use of participatory action research in an oncology setting. Psycho-Oncology, 15(2), 320– 321. https://www.academia.edu/download/32868989/Wright_et_al_(2013).pdf.
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6.
Kim, J. (2018). Childcare Facilities, Availability of Substitute Workers and Parental Leave Utilization. Journal of Korea and the World Economy, 19(2), 139. http://www.akes.or.kr/wp-content/uploads/2018/09/2_MS180413.pdf.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0043-4.
Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285–296. https://doi.org/10.1108/aaouj-07-2020-0047.
Lampropoulos, G., Siakas, K., & Anastasiadis, T. (2019). Internet of Things in the Context of Industry 4.0: An Overview. International Journal of Entrepreneurial Knowledge, 7(1), 4–19. https://doi.org/10.2478/ijek-2019-0001.
Magdalena, I., Fauzi, H. N., & Putri, R. (2020). Pentingnya Evaluasi Dalam Pembelajaran Dan Akibat Memanipulasinya. Jurnal Pendidikan Dan Sains, 2(2). https://ejournal.stitpn.ac.id/index.php/bintang.
Maier, T. A., & Thomas, N. J. (2013). Hospitality leadership course design and delivery: A blended-experiential learning model. Journal of Hospitality and Tourism Education, 25(1), 11–21. https://doi.org/10.1080/10963758.2013.777585.
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. Internet and Higher Education, 42(March), 34–43. https://doi.org/10.1016/j.iheduc.2019.04.001.
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22. https://doi.org/10.31681/jetol.817680.
Mursid, R., Saragih, A. H., & Hartono, R. (2022). The Effect of the Blended Project-based Learning Model and Creative Thinking Ability on Engineering Students’ Learning Outcomes. International Journal of Education in Mathematics, Science and Technology, 10(1). https://doi.org/10.46328/ijemst.2244.
Nyoman Tika, I., & Maryam, S. (2021). Pembelajaran Microteaching Selama Massa Covid-19 Berbasiskantugas Proyekbagi. Mahasiswa Pendidikan Kimia.Jurnal Pendidikan Kimia Indonesia, 5(2), 85–93. https://doi.org/https://ejournal.undiksha.ac.id/index.php/JPK/index.
Padagas, R. (2019). Pre-service teachers’ competencies in a work-based learning environment. African Educational Research Journal, 7(3), 130–142. https://doi.org/10.30918/aerj.73.18.076.
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8.
Piotrowska, I., Cichoń, M., Sypniewski, J., & Abramowicz, D. (2022). Application of Inquiry-Based Science Education, Anticipatory Learning Strategy, and Project-Based Learning Strategies. In Didactic Strategies and Resources for Innovative Geography Teaching, 23–50. https://doi.org/10.4018/978-1-7998-9598-5.ch002.
Reddy, K. R. (2019). Teaching how to teach: microteaching (a way to build up teaching skills). , . https://doi.org. Journal of Gandaki Medical College-Nepal, 12(1), 65–71. https://doi.org/10.3126/jgmcn.v12i1.22621.
Roy, D., Tripathy, S., Kar, S. K., Sharma, N., Verma, S. K., & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian Journal of Psychiatry, 51(April), 102083. https://doi.org/10.1016/j.ajp.2020.102083.
Sari, I. K. (2021). Blended Learning sebagai Alternatif Model Pembelajaran Inovatif di Masa Post-Pandemi di Sekolah Dasar. Jurnal Basicedu, 5(4), 2156–2163. https://doi.org/10.31004/basicedu.v5i4.1137.
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865.
Sitthimongkolchai, N., Viriyavejakul, C., & Tuntiwongwanich, S. (2022). Blended Experiential Learning with e-Portfolios Learning to Enhance Creative Imagination. Emerging Science Journal, 6(special issue), 25–39. https://doi.org/10.28991/ESJ-2022-SIED-03.
Sojanah, J., Suwatno, K., & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge. Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035.
Stringer, E. T. (2007). Action research third edition. Gastronomía Ecuatoriana y Turismo Local, 1(69). http://repository.umpwr.ac.id:8080/bitstream/handle/123456789/3706/Action Research.pdf?sequence=1.
Sudarman, Riyadi, R., & Astuti, R. F. (2020). Development of Interactive Learning Multimedia to Increase Understanding of Basic Skills Teaching Procedures. 432(Esic 2019), 132–136. https://doi.org/10.2991/assehr.k.200417.030.
Supeni, S., Hakim, L., & Jumintono. (2019). Strengthening Character Education of Early Childhood through Javanese Traditional Game Dakon. International Journal of Recent Technology and Engineering, 7(6S2), 243–249. https://www.atlantis-press.com/proceedings/ijcah-20/125947406.
Suryadi, S., Nurmuhaemin, W., Kemal, I., & Suryana, A. (2022). Transformational Leadership: Classroom Management Innovation and The Quality of Islamic Religious Education Teacher Service in Elementary Schools in Kendari City. Specialusis Ugdymas, 43(1). https://www.sumc.lt/index.php/se/article/view/293.
Theodoros, K. (2021). Student Teachers and Online Microteaching: Overcoming Challenges in the Age of the Pandemic. European Journal of Educational Research, 11(3), 1897–1909. https://eric.ed.gov/?id=EJ1353422.
Umaroh, L. N., & Bahtiar, M. D. (2022). Pengaruh Pengenalan Lapangan Persekolahan (PLP). Penguasaan Teknologi Informasi, Dan Penguasaan Materi Akuntansi Terhadap Kesiapan Mahasiswa Menjadi Guru Akuntansi Di Era Revolusi Industri, 10(1). https://doi.org/10.26740/jpak.v10n1.p17-30.
Wegner, C., Minnaert, L., & Strehlke, F. (2021). The importance of learning strategies and how the project ‘Kolumbus-Kids’ promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137–143. https://doi.org/10.30935/scimath/9393.
Welsh, K. A., & Schaffer, C. (2017). Developing the Effective Teaching Skills of Teacher Candidates During Early Field Experiences. Educational, 3012–3321. https://doi.org/10.1080/00131725.2017.1314574.
Yustina, Y., Syafii, W., & Vebrianto, R. (2020). The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic. Jurnal Pendidikan IPA Indonesia, 9(3), 408–420. https://doi.org/10.15294/jpii.v9i3.24706.
Zan, T., & Fornasier, B. (2020). Assessment of experiential learning lean. European Journal of Training and Development, 39(4), 332–354. https://www.emerald.com/insight/content/doi/10.1108/IJLSS-06-2021-0116/full/html.
Zhang, Z., Cao, T., Shu, J., & Liu, H. (2022). Identifying key factors affecting college students ’adoption of the e-learning system in mandatory blended learning environments. Interactive Learning Environments, 1(1), 1–14. https://doi.org/10.1080/10494820.2020.1723113.
Zhao, B. (2022). An Online Learning and Co-construction Platform for Fragmented Knowledge Based on Computer Technology. 2022 International Conference on Education, Network and Information Technology, ICENIT 2022, 83–86. https://doi.org/10.1109/ICENIT57306.2022.00025.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 sudarman Dr.Sudarman,S.Pd.M.Pd, Ratna Fitri Astuti, Riyo Riyadi, Noor Ellyawati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal EDUTECH Undiksha agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
