Analysis on the online microteaching practice among undergraduate physical education students’ competence

Hermawan Pamot Raharjo, Universitas Negeri Semarang, Indonesia
Donny Wira Yudha Kusuma, Universitas Negeri Semarang, Indonesia
Ani Mazlina Dewi Mohamed, Universiti Teknologi MARA, Malaysia
Tandiyo Rahayu, Universitas Negeri Semarang, Indonesia
Mohamad Annas, Universitas Negeri Semarang, Indonesia
Ranu Baskora Aji Putra, Universitas Negeri Semarang, Indonesia
Agus Widodo Suripto, Universitas Negeri Semarang, Indonesia
Wahyu Ragil Kurniawan, Universitas Negeri Semarang, Indonesia

 10.21831/cp.v44i1.61743

Abstract


Microteaching aims to ensure students as prospective educators deserve to experience real teaching-learning situations. However, in light of recent advancements in educational technology and the increasing integration of online learning, it has been carried out online. This study aims to analyze students’ competence of the online microteaching practice. This is classroom action research. Three determined indicators have become the basis to construct a questionnaire with a Likert scale. There are 132/150 students participating in this study. A descriptive statistical test was used to analyze the data, and students’ opinions were also recorded to strengthen the results. Almost all students (98.4%) pretty much understand the microteaching practice, and quite well (97.7%) understand how to use the online application for online microteaching practice, also they are satisfied (99.9%) with the quality of online microteaching practices. In simple real-life learning practices, of the 132 respondents, only 68.1% mastered the characteristics of their students, 60.6% applied learning tools, and 60.6% implemented periodic assessments.We concluded that students’ competence towards online microteaching practice is good, and they are aware of the advantages and disadvantages of conducting an online class. However, the skills demonstrated by students in online situations were different and inconsistent with those demonstrated in offline situations.

Keywords


online classes, affective domain, teaching-learning activities

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DOI: https://doi.org/10.21831/cp.v44i1.61743

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