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All Journal Jurnal Bahasa dan Sastra Jurnal Penelitian Humaniora ETERNAL: English Teaching Journal Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Research on Applied Linguistics, Language, and Language Teaching Jurnal Pascapanen dan Bioteknologi Kelautan dan Perikanan EDUKATIF : JURNAL ILMU PENDIDIKAN To Maega: Jurnal Pengabdian Masyarakat TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Cakrawala Ilmiah Ta'dib Medical Laboratory Journal Vitamedica: Jurnal Rumpun Kesehatan Umum Metathesis: Journal of English Language, Literature, and Teaching Indonesian Journal of Science and Education
Dwi Winarsih
Universitas Tidar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Micro-Teaching and Collaborative Learning: A Synergy for Developing Student-Teacher Performance and Collaborative Skills Amala Malik; Fitrotun Maulani; Farikah; Dwi Winarsih
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 2 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i2.1603

Abstract

Micro-teaching, one of the valuable advancements in teacher training, has become a tool for student-teachers to achieve professional teaching skills and foster deeper teaching knowledge. Collaborative skills, considered one of the 21st-century skills, have been identified as an indicator of a successful life. Therefore, Collaborative learning as a teaching approach where students work together on tasks or projects can help develop collaborative skills. Equally important, this research investigates how collaborative learning impacts student-teacher performance and collaborative skills development in micro-teaching classrooms, identifying factors contributing to successful teaching practice. This study employs qualitative research using a case study design by collecting data through questionnaires, documentation, and peer observation. The researchers analyzed 70 student-teachers from the micro-teaching class at Universitas Tidar who had already completed the teaching practice. Descriptive qualitative techniques are used to analyze the data to gain a deeper understanding of the results through data condensation, display, and conclusions. As a result, researchers expect to find that collaborative learning significantly enhances student teaching practice performance in the micro-teaching classroom. Furthermore, students could enhance communication, teamwork, management, problem-solving skills, and active participation during the collaborative learning process.
PENGARUH PEMBELAJARAN BERDIFERENSIASI TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PRESTASI BELAJAR IPAS SISWA SD DI KECAMATAN SRUMBUNG Euis Rosmalina; Dwi Winarsih; Siti Julaeha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Press.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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Abstract

This study investigates the effect of differentiated learning on critical thinking skills and academic achievement in IPAS among fifth-grade students in Srumbung Subdistrict, Magelang Regency. The study aims to enhance students' critical thinking and academic performance through instructional approaches that accommodate diverse learning needs. This quantitative research employs a survey method with 94 students aged 11 to 13 from eight elementary schools with Guru Penggerak. Data were collected using a Likert scale for differentiated learning, essay tests for critical thinking, and multiple-choice tests for academic achievement. Data analysis includes normality, linearity, and multicollinearity tests, followed by regression and hypothesis testing using t-tests and the coefficient of determination. The findings reveal that differentiated learning significantly influences students' critical thinking and academic achievement. These results emphasize the importance of implementing differentiated instruction in elementary schools to improve learning outcomes. This study provides insights for educators in adopting effective teaching strategies that support diverse student needs and foster better learning experiences. Keywords: Differentiated learning, critical thinking, academic achievement,
Co-Authors Adila, Agista Sintia Dewi Agnes Oktavia P. Amala Malik Andini, Jihan Widya Anggi Ayu Risanti Anisa Hikmawati, Anisa Hikmawati Ardhian Nugrahanto Ardiasih, Lidwina Sri Aryfiani Dwi Lestari Astuty Avianti, Gilang Fhadilia Boris Ramadhika Carolus Prima Ferri Karma Damayanti, Elok Danang Dwi Pradita Erest Mandarevina Euis Rosmalina Farikah Fitrotun Maulani Ibahim, Bustami Irma M. Yahya Lilia Indriani Lusi Rachmiazasi Masduki, Lusi M Fatkhu Arifin May Willyana Mazid , Sukron Mimi Mulyani Mursia Ekawati Nani Suwarni Nuryunita Dewantari Nuryunita Dewantari Paulina Besty Fortinasari Rini Estiyowati Ikaningrum safrina dyah hardiningtyas Silvia D. Mayasari Riu Singgih, Suwito Sirajul Munir Siti Julaeha Sri Sarwanti Syarif, A. Adlan Widya Nur Rochmah Yoan Natalia Matahelumual Zuhairi, Aminudin Zulkarnain Zulkarnain