<![CDATA[Preservice teachers often face challenges in designing instructional plans that are coherent, goal-oriented, and adaptable to diverse student needs. Although various instructional design models exist, their practical use remains limited. This study explores the application of the REAL (Review, Elaborate, Apply, Lead-up) model and Universitas Swadaya Gunung Jati. Using a qualitative approach, data were collected through questionnaires and unstructured interviews. Results show that the REAL model supports systematic and practical instructional design, with a satisfaction score of 2.70 indicating positive responses. Interviews further reveal increased confidence and clarity among preservice teachers. This model is recommended for use as a practical framework in the design of teaching instruction and is suggested for further evaluation to enhance its scalability and impact across different educational contexts.]]>
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