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All Journal Muamalah Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) JPF : JURNAL PENDIDIKAN FISIKA Kasuari: Physics Education Journal (KPEJ) Jurnal Pengabdian UNDIKMA Indo-MathEdu Intellectuals Journal Jurnal Ilmiah Keuangan Akuntansi Bisnis Journal of Research and Publication Innovation Schrödinger: Journal of Physics Education Kohesi: Jurnal Sains dan Teknologi
Linda Dwi Astuti
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Profiling Physics Pre-Service Teachers' Basic Teaching Skills Through Microteaching-Based Evaluation Indhah Permatasari; Linda Dwi Astuti
Schrödinger: Journal of Physics Education Vol. 6 No. 4 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i4.2450

Abstract

Purpose of the study: This study aims to describe the profile of basic teaching skills of prospective physics teachers in a microteaching course. Methodology: This study uses a descriptive quantitative method was employed, using observation techniques. The observation technique was used to assess students' basic teaching skills during their microteaching practice. Main Findings: The results indicate that students’ basic teaching skills are generally good, although several aspects still require improvement. Skills in opening and closing lessons (87.04%), explaining material (89.3%), questioning (90.9%), reinforcement (82.6%), variation (88.5%), and classroom management and discipline (97.6%) were categorized as very good. Meanwhile, skills related to small group discussion (74.18%) and individualized instruction (63.89%) were classified as moderate and require further development. Novelty/Originality of this study: This study contributes to physics education pedagogy by providing empirical evidence on the specific teaching skill profile of prospective physics teachers, which can inform the design of microteaching programs oriented toward the unique characteristics of physics instruction. These findings highlight that, while most teaching skills are well developed, prospective physics teachers still need structured support in implementing collaborative learning and differentiation strategies to enhance the quality of physics teaching.
Assistance in the Development of Deep Learning–Based Instructional Tools for Junior High School Science Teachers in Pacitan Regency Sarwanto, Sarwanto; Sunarno, Widha; Sukarmin, Sukarmin; Pujayanto, Pujayanto; Ekawati, Elvin Yusliana; Wahyuningsih, Daru; Permatasari, Indhah; Astuti, Linda Dwi
Jurnal Pengabdian UNDIKMA Vol. 7 No. 1 (2026): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v7i1.17262

Abstract

This community service program aims to support junior high school science teachers across Pacitan Regency in developing instructional tools grounded in deep learning principles. The program adopted a Participatory Action Research (PAR) approach implemented through systematic training and mentoring activities involving 74 science teachers. The activities were organized into two main sessions. The first session focused on enhancing teachers’ conceptual understanding and providing practical guidance in designing deep learning–oriented instructional tools. During this stage, participants developed initial drafts that emphasized higher-order thinking skills, inquiry-based learning strategies, and the integration of digital media. The second session consisted of collaborative evaluation and refinement of the drafts through feedback from facilitators and fellow participants. The evaluation process employed facilitator assessment instruments to examine the alignment of the instructional tools with deep learning principles, along with participant questionnaires to document teachers’ perceptions and learning experiences. Quantitative data obtained from the questionnaires were analyzed using descriptive statistics, while qualitative feedback from facilitators and participants was examined to support the interpretation of the findings. As a result, each participant produced a finalized deep learning–based instructional tool tailored to the specific needs of their classroom context. The findings indicate that 95.67% of participants rated the program as very good, and 93.4% reported an increased understanding of deep learning concepts. To ensure the sustainability of the program outcomes, all finalized instructional tools will be compiled into a single volume and submitted for ISBN registration. Overall, this initiative enhanced teachers’ pedagogical and technological competencies and provides a replicable model of professional development for other science education contexts.
Co-Authors Caswita Caswita Damayanti, Indira Surya Danuri , Danuri Darmanto Daru Wahyuningsih Daru Wahyuningsih Elvin Yusliana Ekawati Harni, Misni Haryani, Fairusy Fitria Indhah Permatasari Lismiatun Mayasyafira, Septica Devita Murni Ramli Novia Nurma Yunita Indriyanti Priscilia, Masayu Putri Pujayanto Pujayanto Putri, Devina Vinkkan Surya Rivandy , Ray Rochmiatun, Siti Sarwanto Sarwanto Sarwendah, Sarwendah Septina , Allya Zulfa Sri Budiawanti Sri Laksmi Pardanawati, Sri Laksmi Sukarmin Tina Yunarti Wahyu Trias Wulandari Widha Sunarno Yani, Siti Rahma Zainiyah, Wahida