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All Journal JMIE (Journal of Madrasah Ibtidaiyah Education) EDUCARE: Journal of Primary Education
rahmaniah, neli
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Education Social Sciences

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Revitalization of Social Role Primary Education Teachers in Urban Communities Latip, Asep Ediana; Rahmaniah, Neli; Wafiqni, Nafia
EDUCARE: Journal of Primary Education Vol. 4 No. 2 (2023): EDUCARE: Journal of Primary Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v4i2.229

Abstract

This research departs from the problem that the existence of teachers, related to their status and role in society is not always in line with the predicate of the teacher who is attached when teaching at school. Therefore, this study aims: 1) to describe the social role of teachers in urban communities; 2) to describe the relevance of the role of teachers in schools among urban communities; 3) to describe the subjective responses of the surrounding community regarding the role of teachers in urban communities; 4) to describe the revitalization of the role of teachers in urban communities. This research is a case study using a qualitative descriptive approach. The data is collected through questionnaire, interview, and observation methods. Data analysis was carried out in descriptive stages including data reduction, data presentation, and conclusion drawing. This is based on the data analysis model of Miles and Huberman. While testing the validity of the data is by triangulation technique. The research respondents were elementary school primary school teachers in the city of South Tangerang. The results of the study explain that basic education teachers have a social role in South Tangerang urban communities, besides, the social role of basic education teachers is relevant to their role in the South Tangerang urban community, in carrying out their social role, teachers get support from the South Tangerang urban community, as well as revitalization the social role of primary education teachers in the South Tangerang urban community environment is done by time management, organizing performance, and support from the community, as well as strengthening the knowledge of teachers.
AI INTEGRATION IN MICROTEACHING: A TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE APPROACH TO IMPROVE THE QUALITY OF PROSPECTIVE MADRASAH IBTIDAIYAH TEACHERS Wafiqni, Nafia; Rahmaniah, Neli; Suryaningsih, Tri
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 10, No 1 (2026): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v10i1.919

Abstract

The advancement of Artificial Intelligence (AI) technology in education has created significant opportunities to enhance teaching quality, including in microteaching practices for prospective Madrasah Ibtidaiyah (MI) teachers. However, the implementation of AI in instructional practices still faces several challenges, such as limited technological literacy, gaps in curriculum integration, and difficulties in designing AI-based learning tools. This study aims to analyze the level of understanding of prospective MI teachers regarding AI technology in microteaching, examine AI integration through the Technological Pedagogical and Content Knowledge (TPACK) framework, identify implementation challenges, and evaluate the effectiveness of AI in improving teaching quality. This research employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through surveys and pretest–posttest instruments, while qualitative data were obtained through interviews and observations of AI-based microteaching practices. Data analysis included descriptive and inferential statistics to measure the effectiveness of AI, as well as thematic analysis to map implementation challenges. The findings indicate that students began to integrate AI across the stages of lesson planning, implementation, and evaluation, reflecting the initial development of TPACK components, particularly Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK). Identified challenges include low levels of technological literacy, limited pedagogical readiness, technical constraints, anxiety toward AI usage, and concerns regarding academic ethics. The Wilcoxon test results show a significant improvement in microteaching scores from 2.46 to 4.46 (p = 0.003), confirming the effectiveness of AI integration in enhancing the teaching quality of prospective MI teachers.
Co-Authors Asep Ediana Latip Nafia Wafiqni Tri Suryaningsih