<![CDATA[ABSTRACT Microteaching provides PGSD students with an opportunity to practice teaching skills in a learning situation that resembles an actual classroom setting. In science learning on the life cycle and metamorphosis of living organisms, the use of Picture and Picture was intended to help students present conceptual stages visually while managing the involvement of practice participants. This study employed a descriptive qualitative approach involving five subjects: three PGSD students, one supervising lecturer, and one student conducting microteaching. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Data validity was examined through technique and source triangulation. The findings indicate that seven basic teaching skills were demonstrated during the practice, including opening the lesson, explaining the material, using instructional media, managing the classroom, facilitating participant engagement, providing reinforcement and motivation, and conducting learning evaluation. Picture and Picture media in the form of pop-up and rotating media were used to observe and sequence the stages of metamorphosis, accompanied by discussion and question-and-answer activities. These experiences indicate that integrating visual media into microteaching supports the development of students’ pedagogical skills in interactive, structured, contextual, and participant-centered science learning. ABSTRAK Praktik microteaching menjadi ruang bagi mahasiswa PGSD untuk menguji keterampilan mengajar dalam situasi pembelajaran yang menyerupai kondisi kelas. Dalam pembelajaran IPA tentang siklus hidup dan metamorfosis makhluk hidup, penggunaan Picture and Picture diarahkan untuk membantu mahasiswa menyajikan tahapan konsep secara visual sekaligus mengelola keterlibatan peserta praktik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan lima subjek, terdiri atas tiga mahasiswa PGSD, satu dosen pengampu, dan satu mahasiswa yang sedang melaksanakan microteaching. Data dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui data condensation, data display, serta conclusion drawing and verification. Keabsahan data diperiksa melalui triangulasi teknik dan sumber. Temuan memperlihatkan bahwa tujuh keterampilan dasar mengajar terlaksana dalam praktik, mencakup pembukaan pembelajaran, penjelasan materi, penggunaan media, pengelolaan kelas, pembimbingan keaktifan, pemberian penguatan dan motivasi, serta evaluasi. Media Picture and Picture berbentuk pop-up dan media putar digunakan untuk mengamati dan mengurutkan tahapan metamorfosis, disertai kegiatan diskusi dan tanya jawab. Pengalaman tersebut memperlihatkan bahwa integrasi media visual dengan microteaching mendukung latihan keterampilan pedagogik mahasiswa dalam pembelajaran IPA yang interaktif, terarah, kontekstual, dan berpusat pada peserta praktik.]]>
