The Implementation of Microteaching in Improving the Teaching Competence of Islamic Education Students

Abstract

This study aims to analyze the implementation of microteaching, the teaching competence of Islamic Education (PAI) students, and the role of microteaching in improving students' pedagogical competence. This study uses a qualitative approach with a descriptive research design. The research was conducted at the Darul Ulum Islamic Center Sudirman University (UNDARIS) Ungaran Islamic Education Bachelor's Degree Program with 30 students who took microteaching courses and lecturers as research informants. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used an interactive analysis model that included data reduction, data presentation, and drawing conclusions, while data validity was carried out through source triangulation and technique triangulation.

The results showed that microteaching implementation was carried out through three main stages, namely, learning planning, teaching practice, and reflection and evaluation of learning. The teaching competence of Islamic Education students in microteaching practice showed considerable improvement, especially in terms of mastery of material, ability to open and close lessons, and use of learning methods. However, students' ability to manage the classroom and utilize learning media still needed improvement, indicating that further training and support in these areas are essential for enhancing their overall teaching effectiveness. This study also indicates that microteaching plays an important role in improving students' pedagogical competence through a teaching practice process accompanied by continuous feedback and reflection. Thus, microteaching is an effective means of preparing students as professional and competent prospective Islamic Education teachers.