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All Journal IJECA (International Journal of Education and Curriculum Application) Prima Magistra: Jurnal Ilmiah Kependidikan
Ahsan, Md. Hafizi
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Technology in Midwifery Education and Training: Advancing Competences and Clinical Practices Nurhayati, Sri; Bimantoro, Stevanus; Ahsan, Md. Hafizi
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.29170

Abstract

Microteaching practices and educational field experiences have long been part of the professional training of teachers. Both are requirements that must be taken by prospective teachers to become skilled and professional teachers. This study aims to describe the effect of microteaching practices and educational field experiences on the professionalism of prospective teachers. A quantitative approach with the correlational method was used to analyze the data obtained from 178 teacher candidates who took part in the practice of microteaching and carried out 6 months of educational field experience. The instrument used to collect data is a questionnaire. The results of the data analysis show that the microteaching practice and educational field experiences affect the professionalism of prospective teachers. However, educational field experiences have a more dominant influence than the practice of microteaching. Educational field experience directly shapes the character of prospective teachers to become professional educators because they are faced with real experience in the field. Meanwhile, the practice of microteaching occurs in a limited space so the teaching experience gained by prospective teachers is also limited. More effective management of microteaching practices needs to be a concern because through microteaching prospective teachers theoretically and practically gain knowledge about basic teaching skills and skills in compiling learning tools. The knowledge gained during the practice of microteaching is used by prospective teachers while carrying out educational field experiences.
LEARNING BY LIVING: ACCULTURATION, LEADERSHIP, AND REFLEXIVITY IN BANCEUY’S INFORMAL ADULT EDUCATION ECOSYSTEM Yasri, Budi; Firmansyah, Vera; Firmansyah, Dudi Adi; Nurhayati, Sri; Gianto, Gianto; Mutmainnah, Disa Aisha; Lotfi, Fatima Zahra; Olugbade, Damola; Ahsan, Md. Hafizi; Boriboon, Gumpanat
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 6 No. 3 (2025): Volume 6 Number 3 (July 2025)
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v6i3.5680

Abstract

Despite increasing recognition of Indigenous knowledge systems, the role of informal adult learning within customary communities remains under-theorized in mainstream adult education discourse. There is limited understanding of how traditional practices, beliefs, and community structures shape learning processes outside formal institutions. This study investigates the role of informal adult learning in Kampung Adat Banceuy, a Sundanese customary village in West Java, Indonesia. The research focuses on how learning is embedded in four interconnected domains: customary leadership, ritual practice, selective acculturation, and community-based tourism. These domains form a cohesive learning ecology through which cultural knowledge, social roles, and ethical values are transmitted and adapted across generations. Using an ethnographic methodology, the study involved participant observation, semi-structured interviews with 36 informants, and analysis of cultural documents. Data were examined through thematic coding and interpretive analysis to capture the nuanced, situated processes of learning as enacted in everyday life. Findings show that informal adult learning in Banceuy is relational, embodied, and performative. Tourism, in particular, functions as a reflexive learning environment where adults develop narrative, logistical, and intercultural competencies while negotiating cultural meaning and ethical boundaries. Rather than being a site of commodification, tourism becomes a space of identity work and adaptive pedagogy. These insights challenge conventional hierarchies of formal education and affirm the centrality of Indigenous learning systems in sustaining cultural resilience. The study offers implications for policy and theory, emphasizing the need to support culturally embedded, community-driven models of adult education.
Co-Authors Bimantoro, Stevanus Boriboon, Gumpanat Firmansyah, Dudi Adi FIRMANSYAH, VERA Gianto Gianto Lotfi, Fatima Zahra Mutmainnah, Disa Aisha Olugbade, Damola Sri Nurhayati Yasri, Budi