<![CDATA[This study aims to analyze the role of the microteaching course in improving the self-efficacy of Mechanical Engineering Education students. The research used a qualitative descriptive approach involving lecturers, alumni, and students through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman model supported by NVivo 12 Pro. The results show that microteaching enhances students’ self-efficacy through teaching skills practice, direct teaching experience, and feedback and reflection processes. Supporting factors include repeated practice, social support, collaborative learning environments, and lesson planning readiness. Inhibiting factors include initial anxiety, limited teaching experience, social evaluation pressure, and inadequate preparation. In conclusion, microteaching plays an important role in developing teaching competence and strengthening students’ confidence as prospective teachers. Penelitian ini bertujuan untuk menganalisis peran mata kuliah microteaching terhadap peningkatan efikasi diri mahasiswa Pendidikan Teknik Mesin. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sumber data dosen, alumni, dan mahasiswa melalui observasi, wawancara, dan dokumentasi yang dianalisis menggunakan model Miles dan Huberman berbantuan NVivo 12 Pro.Hasil penelitian menunjukkan bahwa microteaching meningkatkan efikasi diri mahasiswa melalui penerapan keterampilan dasar mengajar, praktik mengajar langsung, serta umpan balik dan refleksi pembelajaran. Faktor pendukung meliputi pengalaman praktik berulang, dukungan sosial, lingkungan kolaboratif, dan kesiapan perencanaan. Sementara itu, faktor penghambat meliputi kecemasan awal, keterbatasan pengalaman, tekanan penilaian, dan kurangnya kesiapan materi. Kesimpulannya, microteaching berperan penting dalam meningkatkan keterampilan mengajar sekaligus membangun keyakinan diri mahasiswa sebagai calon pendidik.]]>
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