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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Eduma : Mathematics Education Learning and Teaching Journal of Research and Advances in Mathematics Education Union: Jurnal Ilmiah Pendidikan Matematika Orbital: Jurnal Pendidikan Kimia Indonesian Journal of Science and Mathematics Education Procediamath JUPE : Jurnal Pendidikan Mandala JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) J-PiMat : Jurnal Pendidikan Matematika Dimasejati: Jurnal Pengabdian Kepada Masyarakat AR-RIAYAH : Jurnal Pendidikan Dasar Plusminus: Jurnal Pendidikan Matematika AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Unnes Journal of Mathematics Education Edumatica: Jurnal Pendidikan Matematika Circle: Jurnal Pendidikan Matematika Educational Insights Journal on Mathematics Education Research Differential: Journal on Mathematics Education
Lestiana, Herani Tri
UIN Siber Syekh Nurjati Cirebon
Religion Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Analisis Praktik Microteaching Mahasiswa Calon Guru Matematika dalam Perspektif Pembelajaran Inklusif Oktaviani, Dian Nataria; Sholikhakh, Rizqi Amaliyakh; Lestiana, Herani Tri
J-PiMat : Jurnal Pendidikan Matematika Vol 8, No 1 (2026): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v8i1.6279

Abstract

Microteaching practices have not yet been fully utilized as a reflective platform for developing inclusive teaching competencies among prospective mathematics teachers. However, microteaching is important for obtaining a factual overview of the readiness of prospective mathematics teachers to accommodate diverse student learning needs through accessible, adaptive, and participatory instruction. This study employed a descriptive approach with both quantitative and qualitative analyses, involving 22 fifth-semester students of the Mathematics Education program. The descriptive approach was chosen to obtain an empirical portrayal of microteaching practices, analyzed from the perspective of inclusive education. The instrument used was a validated observation sheet. Quantitative analysis was applied to describe trends in observation scores, while qualitative analysis was used to strengthen data interpretation through observational notes. The results indicate that the microteaching practices of prospective mathematics teachers demonstrate fairly good basic teaching skills and begin to reflect several principles of inclusive learning. However, further reinforcement is needed, particularly in the areas of differentiated instructional strategies, responsiveness to diverse student needs, and the implementation of formative assessment and adaptive feedback. Therefore, microteaching practices need to be more systematically integrated with the principles of inclusive learning.Keyword: Microteaching; Inclusive education; Prospective mathematics teachers.
Co-Authors Adella, Rizqi Anugrah, Indah Rizki Arif Abdul Haqq Candra Wijaya, Candra Cici Tri Wanita Darrotul Jannah Darwan Darwan Dedi Junaedi Dian Nataria Oktaviani Dian Nataria Oktaviani Dinda Dewi Kaerudin Heryandi, Yandi Indah Nursuprianah Maula, Lifa Muflikhatul Maula, Minhatul Mawaddah Mawaddah Nadila, Shinta Alfiatu Nugraha, Aditiya Eka Nur'aeni, Sri Putri, Ermawati Rena Aprillia Indah Sari rizqi Amaliyakh Sholikhakh Rohmah, Andini Salasatun, Qofifah Putri Santika Lya Diah Pramesti Setyawan, Fariz Shintia Permata Surachman Sholikhakh, Rizqi Amaliyakh sholikhakh, Rizqi Amaliyakh Sri Rejeki Thifaliani, Niken Nirvania Toheri Toheri, Toheri Winarso D. Widodo Yandi Heryandi