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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

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

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.

TPACK-Based Analysis of Prospective Physics Teachers’ Readiness for Digital Classroom Management Linda Dwi Astuti; Permatasari, Indhah; Daru Wahyuningsih
Schrödinger: Journal of Physics Education Vol. 6 No. 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i3.2157

Purpose of the study: This study aims to analyze the readiness of prospective physics teacher students in managing digital classrooms based on the TPACK framework, focusing on different semester levels (2nd, 4th, and 6th semesters) in the Physics Education Study Program at Sebelas Maret University. Methodology: A quantitative survey design was employed using a validated questionnaire based on TPACK indicators (TK, PK, CK, TPK, TCK, PCK, and TPACK). The instrument was measured with a five-point Likert scale. Data were analyzed using descriptive statistics, assumption testing (Shapiro–Wilk, Levene), ANOVA, and non-parametric tests with SPSS software. Main Findings: Results showed that students’ average readiness scores in TPACK dimensions increased from the 2nd to the 6th semester. Significant improvements were observed particularly between the 2nd and 6th semesters in dimensions such as TK, TPK, and TCK. However, not all semester comparisons showed statistically significant differences, indicating gradual but uneven development of TPACK competencies across cohorts. Novelty/Originality of this study: This study provides one of the first empirical analyses of TPACK readiness specifically among prospective physics teachers in Indonesia across different semester levels. The findings highlight how extended exposure to digital classroom practices strengthens TPACK competencies, offering insights for curriculum design that address semester-based progression in teacher education programs.

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

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.

Enhancing Technology Literacy and Creative Thinking through STEAM-Based Learning: A Comparative Study of Junior High School Anandita, Aulia Silvina; Negoro, Ridho Adi; Astuti, Linda Dwi
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 1 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i1.101905

This study aims to compare the effectiveness of conventional learning and STEAM-based learning in improving technology literacy and creative thinking skills among junior high school students. The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach, integrated through a Project-Based Learning (PjBL) model, offers an interdisciplinary learning experience that directly supports students' critical thinking and technological literacy in line with 21st-century competencies. Using the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research involved 155 eighth- grade students from SMP N 3 Banguntapan. Two classes were randomly selected: one as the experimental group applying the STEAM-based learning device, and the other as the control group with conventional methods. Quantitative data from pretests and posttests showed a significant improvement in the experimental group’s technology literacy (M = 83.96) and creative thinking (M = 73.44) compared to the control group (M = 72.93 and M = 68.62, respectively). These results indicate that the STEAM approach not only enhances conceptual understanding but also fosters active, collaborative, and innovative learning environments. This research supports the integration of STEAM in science education as a strategic response to educational challenges in the digital era

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