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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Wacana Akademika : Majalah Ilmiah Kependidikan Procediamath Teorema: Teori dan Riset Matematika JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) J-PiMat : Jurnal Pendidikan Matematika
Sholikhakh, Rizqi Amaliyakh
Universitas Pancasakti Tegal
Civil Engineering, Building, Construction & Architecture Education Environmental Science Mathematics Public Health Social Sciences

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Analisis Praktik Microteaching Mahasiswa Calon Guru Matematika dalam Perspektif Pembelajaran Inklusif Dian Nataria Oktaviani; Rizqi Amaliyakh Sholikhakh; Herani Tri Lestiana
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 Ahmadi Dian Nataria Oktaviani Dzunur Aeni Hanarafa eka wahyu kusumawardani Ibnu Sina Istiqomah Istiqomah Lestiana, Herani Tri Mentari Izzati Moch Rafly Aprilianto Nelu Meisye Rakhmahwati Nisrina Nur Amalina Paridjo Ponoharjo, Ponoharjo Suwandono Suwandono