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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Journal Of Human And Education (JAHE) Arus Jurnal Psikologi dan Pendidikan Innovative: Journal Of Social Science Research AIQU: Journal Multidiscipliner of Science Jurnal Pengabdian Riset Masyarakat Madani TERMASYHUR: Jurnal Pengabdian Masyarakat Jurnal Wawasan Sarjana
Jufri Agus
Universitas Muhammadiyah Buton
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Journal : AIQU: Journal Multidiscipliner of Science

 1 
Analysis of Student Challenges in Microteaching Practice in Early Elementary School Grades La Ode Fajrul Islam Sabti; Jufri Agus; Muhammad Yusnan
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 2 (2025): JUNE, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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Abstract

Microteaching practice is a crucial strategy for equipping prospective teachers with applicable pedagogical competencies. However, in its implementation within early grade classrooms of primary schools, students often face various complex challenges. This study aims to analyze the main difficulties encountered by students of the Primary School Teacher Education (PGSD) Program at Universitas Muhammadiyah Buton during microteaching activities, particularly in the fourth semester course. Employing a qualitative research approach, data were collected through in-depth interviews, participatory observation, and documentation. The data were gathered from students currently undertaking microteaching and analyzed thematically. The findings reveal that students struggle to develop contextual and practical lesson plans (RPP), lack the ability to deliver material in an engaging and communicative manner, and demonstrate limited use of instructional media appropriate to the characteristics of early-grade learners. These challenges indicate a gap between theoretical understanding and practical classroom application. Observational and interview data further support the notion that students are not yet fully capable of translating pedagogical theories into meaningful classroom activities for young children. This study concludes that enhancing the quality of microteaching guidance at the university level is essential, particularly in strengthening students' practical and reflective teaching skills. The research provides important contributions toward the development of more contextual and adaptive teacher training programs that respond to the instructional needs of early grade primary education.
The Role of Teachers in Developing the Character of Elementary School Students through Social Studies Learning (IPS) La Ode Fajrul Islam Sabti; Jufri Agus; Jufri
AIQU: Journal Multidiscipliner of Science Vol. 3 No. 4 (2025): DECEMBER, AIQU: Journal Multidiscipliner of Science
Publisher : Institute Journal and Publication Muhammadiyah University of Buton

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This research aims to analyze the multidimensional role of teachers in developing the character of elementary school students through Social Studies learning (IPS). The study was conducted using a literature review method on scholarly articles from Google Scholar for the period 2019–2025. The results indicate that teachers play a central role as agents of character transformation, functioning across five main dimensions: (1) as a contextual idol who models positive values in daily interactions; (2) as a value integrator who creatively internalizes moral, social, and citizenship values into IPS materials through systematic lesson planning (RPP), innovative methods (project-based learning, simulations), and character-based media such as digital comics; (3) as a character habituation facilitator through structured routines (such as 3S, religious activities, and flag ceremonies) that create a consistent environment for value internalization; (4) as a facilitator of social skills and care through collaborative learning and real social projects; and (5) as a responsible digital literacy guide in the technological era. However, the effectiveness of this role faces challenges such as an excessive focus on cognitive aspects, limited competency in character-based pedagogy, and external environmental influences. Therefore, systemic support is needed in the form of continuous teacher competency improvement, value-oriented flexible curricula, and strong synergy between schools, families, and communities. In conclusion, IPS learning facilitated by teachers with multidimensional roles and supported by a collaborative ecosystem serves as a strategic vehicle for shaping a future generation that is not only academically intelligent but also strong in character, integrity, and social care.
Co-Authors Abdul Rahim Agusalim Agusalim Azan Dina Sukmawati Farisatma Firdamayanti Firdamayanti Fitriani B Gawise Gawise Irman Matje Irwan Jufri Kamarudin La Ode Fajrul Islam Sabti Maharani Maharani Maudin Muhammad Yusnan Rimayasi Rusli Safiuddin Safiuddin Suardin Suardin Suarti Suarti Wa Ode Eli Yanto Bandje