Ghulam Murtadlo
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THE URGENCY OF TEACHING PRACTICES ON PROSPECTIVE TEACHERS’ TEACHING ABILITY Rahmi Rahmawati; Eva Latipah; Ghulam Murtadlo
JURNAL EDUSCIENCE Vol 10, No 1 (2023): Jurnal Eduscience (JES), (Authors from Algeria and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v10i1.4006

Abstract

Education is a kit for a person to free from the shackles of ignorance, poverty, and underdevelopment. Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, assessing and evaluating students. Teaching practice is an effort to demonstrate the competence of prospective teachers in planning, carrying out learning and assessing the effectiveness of learning. This study aims to determine the urgency of teaching practice on the teaching abilities of prospective teachers. The research method is using literature study. The results of the study show that teaching practice is one of the most important, because practice means conducting real experiments and during the experiment a practitioner pays attention to the ongoing process until finally knowing something is lacking and then trying to fix it. Teaching practice is carried out as an implementation of improving the teaching and learning process in the classroom. Teaching practice is something urgent that must be carried out by every student teacher candidate, because it trains them so that they have the ability to demonstrate performance in real situations in learning activities in educational institutions in the future.Keywords: The Urgency of Teaching Practice and Teaching SkillsAbstrakPendidikan menjadi wahana agar seseorang terbebas dari belenggu kebodohan, kemiskinan, maupun keterbelakangan. Guru adalah pendidik professional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi peserta didik. Praktik mengajar merupakan suatu upaya yang menunjukkan kompetensi mahasiswa calon guru dalam merencanakan, melaksanakan pembelajaran hingga menilai efektivitas pembelajaran. Penelitian ini bertujuan untuk mengetahui urgensi praktik mengajar terhadap kemampuan mengajar mahasiswa calon guru. Metode penelitiannya yaitu menggunakan studi pustaka. Hasil penelitian menunjukkan bahwa praktik mengajar menjadi salah satu yang terpenting, karena praktik berarti melakukan percobaan yang bersifat nyata dan selama percobaan tersebut seorang praktikan memperhatikan proses yang berlangsung hingga akhirnya mengetahui kekurangan suatu hal kemudian berusaha memperbaikinya. Praktik mengajar dilakukan sebagai implementasi perbaikan proses belajar mengajar di kelas. Praktik mengajar merupakan sesuatu yang urgent yang harus dilaksanakan oleh setiap mahasiswa calon guru, karena hal tersebut melatihnya agar memiliki kemampuan memperagakan kinerja dalam situasi nyata dalam kegiatan pembelajaran di lembaga pendidikan kelak.Kata Kunci: Urgensi Praktek Mengajar dan Keterampilan Mengajar
Artificial Intelligence-Enhanced Instructional Media Design: Phenomenological Insights from Pre-Service Islamic Education Teachers Umar; Suhendi; Ghulam Murtadlo; Purwiro Harjati; Makmur Harun
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 1 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i1.6999

Abstract

This study explores how pre-service Islamic Education teachers experience and interpret the use of Artificial Intelligence (AI) in designing instructional media during a teaching practicum program. Moving beyond performance-based evaluations of AI integration, the study conceptualizes AI as a socio-technical system that mediates pedagogical reasoning and professional identity formation. Using a qualitative phenomenological approach, data were collected through in-depth interviews, classroom observations, and document analysis involving eight undergraduate students. The data were analyzed using Interpretative Phenomenological Analysis (IPA) to uncover the lived meanings of AI use in instructional practice. The findings reveal four interconnected themes: AI as a transformational tool in media creation, AI as a pedagogical support, AI as a catalyst for reshaping classroom dynamics, and AI as a mediating presence in the becoming of novice teacher identity. Participants experienced a transition from perceived limitation to expanded capability, accompanied by increased confidence and reflexivity. At the same time, AI integration generated ethical and pedagogical tensions requiring critical judgment and contextual sensitivity. These findings suggest that AI in teacher education functions not merely as a technical enhancer, but as an identity-mediating presence that reshapes authority, engagement, and professional self-understanding within value-laden educational contexts. The study contributes theoretically by extending AI-in-education discourse toward phenomenological inquiry and value-sensitive technology integration.