SPESIFIK: Jurnal Pendidikan dan Pembelajaran

PENGALAMAN MENGAJAR CALON GURU PENDIDIKAN ISLAM MELALUI PEER TEACHING DALAM KEGIATAN MICRO TEACHING

Zhul Fahmy Hasani — Fri, 30 Jan 2026 00:00:00 +0700

Microteaching is an essential component in developing the pedagogical competence of pre-service teachers, particularly in Islamic Education study programs. One approach commonly applied in microteaching activities is peer teaching, where teaching practice is conducted by students with their peers acting as learners. This article aims to describe the teaching experiences of pre-service Islamic Education teachers through peer teaching in microteaching activities at the Faculty of Tarbiyah and Teacher Training, Universitas Sains Al-Qur’an (UNSIQ). This study employs a descriptive qualitative approach, with data collected through observation, teaching practice reflections, and documentation of microteaching activities. The research subjects were pre-service Islamic Education teachers enrolled in the microteaching course. The findings indicate that the implementation of peer teaching provides students with authentic experiences in lesson planning, developing instructional materials, classroom management, applying teaching methods and media, and conducting learning evaluations. Furthermore, peer teaching enhances students’ self-confidence, communication skills, and ability to give and receive constructive feedback. However, several challenges were identified, including limited teaching practice time, classroom situations that do not fully represent real school conditions, and students’ tendency to be overly tolerant toward their peers. Overall, peer teaching in microteaching activities at the Faculty of Tarbiyah and Teacher Training UNSIQ plays an effective role in preparing professional, reflective, and adaptive pre-service Islamic Education teachers. Therefore, optimizing the implementation of peer teaching is essential as a strategy for strengthening teaching practice in teacher education programs.

PERAN TEKNOLOGI TELEVISI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN MICROTEACHING

Sat, 31 Jan 2026 00:00:00 +0700

Quality education cannot be separated from the optimization of educational facilities and infrastructure as essential supports in the learning process, including in microteaching practices at the university level. This article aims to analyze the role and optimization of television (TV) as an instructional medium in microteaching activities. Through a literature review approach, this study identifies that TV functions not only as a visual aid for presenting instructional materials, learning videos, and teaching simulations, but also as a reflective and evaluative tool for assessing pre-service teachers’ performance. The effective utilization of TV can enhance clarity in content delivery, increase student engagement, and improve the pedagogical competence of university students in designing and implementing instruction. However, several challenges remain, including limited facilities, insufficient technological proficiency, and the lack of optimal media integration in lesson planning. Therefore, appropriate management strategies, the enhancement of technological competencies among students and lecturers, and institutional support in providing adequate facilities are required to maximize the benefits of TV in microteaching practices.

ANALISIS IMPLIKASI INTEGRASI ARTIFICIAL INTELLIGENCE TERHADAP TRANFORMASI KOMPETENSI PEDAGOGIK CALON PENDIDIK DALAM KEGIATAN MICROTEACHING

Sat, 31 Jan 2026 00:00:00 +0700

of pedagogical competency standards, particularly in microteaching activities. This research aims to analyze the strategic implications of AI on the transformation of pre-service teachers' abilities to plan, implement, and evaluate learning. The research method employed is descriptive qualitative with a library research approach. Data were collected through the documentation of relevant scientific literature within the last five years. The results indicate that AI integration transforms pedagogical competence through three primary dimensions: (1) the reconstruction of collaborative-algorithmic lesson planning, (2) the evolution of instructional skills through real-time analytical data feedback, and (3) the redefinition of a more objective and transparent self-evaluation. However, this study also identifies moral challenges, such as the risk of eroding pedagogical intuition and excessive technological dependence. In conclusion, AI serves as a catalyst in accelerating the achievement of teacher professionalism but still requires a humanistic foundation to maintain the essence of educational interaction. Teacher Education Institutions (LPTK) are advised to critically integrate AI literacy into the microteaching curriculum.