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The Contribution of Microteaching Achievement and Instructional Design Achievement on Teaching Practicum Achievement of the Students at The Faculty of Teacher Training and Education the University of Jember

Author

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  • Zakiyah Tasnim

    (Department of English Teacher Education, The University of Jember.)

  • M. Sulthon Masyhud

    (Department of Elementary School Teacher Education, The University of Jember.)

Abstract

The research aimed to investigate the contribution of Microteaching achievement and Instructional Design achievement on the students’ teaching practicum achievement. The research design was Ex-post facto having 70 students of the Faculty of teacher training and Education, the University of Jember as the research sample. Documentation was used to collect the data needed, whereas Multiple Regression and Product Moment Pearson Correlation were applied to analyze the collected data. The research results showed that the two variables, Microteaching achievement and Instructional Design achievement, being together, had contribution of 80.393% on the students’ teaching practicum achievement. Separatedly, microteaching achievement had contribution of 60,778% and Instructional Design achievement had contribution of 19,615% on the students’ teaching practicum achievement.

Suggested Citation

  • Zakiyah Tasnim & M. Sulthon Masyhud, 2023. "The Contribution of Microteaching Achievement and Instructional Design Achievement on Teaching Practicum Achievement of the Students at The Faculty of Teacher Training and Education the University of ," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(1), pages 806-813, January.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:1:p:806-813
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