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All Journal NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) DWIJA CENDEKIA: Jurnal Riset Pedagogik
Toto Fathoni
Universitas Pendidikan Indonesia
Humanities Education Mathematics Social Sciences Other

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Analysis of the development model for the microteaching laboratory to effectively train qualified teachers Toto Fathoni; Rudi Susilana; Nandang Budiman; Badru Zaman; Effy Mulyasari; Budi Setiawan; Della Amelia; Ikmal Redzuan
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 2 (2024): September 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i2.91475

Abstract

This study aims to develop an effective microteaching laboratory model in preparing superior prospective teachers. This study was conducted through a series of stages, including needs analysis, model design, implementation, evaluation, and refinement. Needs analysis was conducted to understand the needs and expectations of microteaching course lecturers and prospective teachers regarding the microteaching practice experience. The design of the microteaching laboratory model involved the development of infrastructure, curriculum, guidelines, and supporting implementation procedures. The implementation of the model was carried out by involving course lecturers and prospective teachers in a structured microteaching practice implementation session. Evaluation was conducted to evaluate the effectiveness of the model based on predetermined criteria. Refinement was carried out to improve and enhance the model based on evaluation findings and to prepare prospective teachers well through structured simulation, reflection, and feedback experiences. The implication of this study is the importance of developing a learning model that is in accordance with the needs of prospective teachers to produce superior graduates in the education profession. The results of the study indicate that the development of a microteaching laboratory can improve the teaching skills of prospective teachers through simulation, reflection, and feedback provided in an environment that supports learning. The implication of this study is the importance of developing learning facilities and infrastructure that are in accordance with the needs of prospective teachers in developing their teaching skills.
Efektivitas Video Interaktif Berbasis Lumi Education Terhadap Hasil Belajar Siswa Melalui Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar Adi Septian Jaenudin; Mario Emilzoli; Toto Fathoni
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2025)
Publisher : Universitas Ma'arif Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v9i2.6055

Abstract

Each student has unique characteristics, and education plays a vital role in accommodating these differences through differentiated instruction. One student characteristic that can be facilitated is learning style, which may be addressed using various instructional strategies, including interactive videos. Interactive videos are learning media that integrate interactive features to enhance engagement and learner interaction beyond visual and auditory elements. This study aims to examine the effectiveness of interactive video use on students’ learning outcomes while considering differences in learning styles. Using a quantitative approach, this study employed a quasi-experimental design conducted at SMPN 5 Cimahi, involving 75 students selected through cluster random sampling. The participants were divided into two groups: an experimental group that used interactive videos and a control group that received conventional instruction without interactive videos. Data was collected through pretests to measure prior understanding and posttests to assess learning outcomes after instruction. Due to the non-normal distribution of the data, the Mann–Whitney and Wilcoxon tests were used to analyze differences in learning outcomes both between and within groups. The results indicate that the use of interactive videos based on Lumi Education has a significant effect on students’ learning outcomes. In contrast, the improvement in the control group was less substantial than that of the experimental group. These findings demonstrate that Lumi Education–based interactive videos are effective in enhancing students’ learning achievement within differentiated learning environments.
Co-Authors Adi Septian Jaenudin Badru Zaman Budi Setiawan Della Amelia Effy Mulyasari Emilzoli, Mario Ikmal Redzuan Nandang Budiman Rudi Susilana, Rudi