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Beta: Jurnal Tadris Matematika
Articles
DOI: 10.20414/betajtm.v18i2.718
Submitted: 2025-08-24
Published: 2025-11-30

Implementation of flipped problem-based learning: A reflective practice in mathematics microteaching program

Universitas Islam Negeri Sunan Gunung Djati
Universitas Islam Negeri Sunan Gunung Djati
Universitas Islam Negeri Sunan Gunung Djati
Problem-based learning Microteaching Reflective practice

Galleys

Abstract

[English]: Reflective practice is one of the main aspects for developing the professional competence of prospective mathematics teachers. Reflective practice involves a process of self-evaluation, continuous learning, and adaptation to change, i.e., the ability to adapt to the dynamic curriculum. This study aims to provide an overview of the reflective practices of prospective mathematics teachers who employ the Flipped Problem Based Learning (FPBL) in microteaching and how the results of their reflections on their practices. The study employs a descriptive qualitative approach which involves one microteaching class of mathematics education program consisting of 13 students. Data was collected through observation to determine the extent to which the FPBL model facilitated students' reflective practices. Interviews and reflective questionnaires were used to obtain the results of students' reflections during microteaching. The research results show that the FPBL model provides students with opportunities to enhance their reflective practice. Students are required to begin their reflective practice from the beginning of lesson planning, during, and after learning. The most frequently identified reflection outcomes include determining learning objectives, learning tools, implementing teaching strategies, and evaluating learning. This study provides an overview of prospective teachers' reflective practices in microteaching and valuable considerations for planning reflective practices in microteaching.

[Bahasa]: Praktik reflektif merupakan salah satu aspek utama pengembangan kompetensi profesional calon guru matematika. Praktik reflektif melibatkan proses evaluasi diri, pembelajaran berkelanjutan, dan adaptasi terhadap perubahan, yaitu kemampuan untuk beradaptasi dengan kurikulum yang dinamis. Penelitian ini bertujuan untuk memberikan gambaran umum tentang praktik reflektif calon guru matematika yang menggunakan Flipped Problem-Based Learning (FPBL) dalam pengajaran mikro dan bagaimana hasil refleksi mereka terhadap praktik tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan satu kelas pengajaran mikro yang terdiri dari 13 mahasiswa pendidikan matematika. Data dikumpulkan melalui observasi untuk mengetahui sejauh mana model FPBL memfasilitasi praktik reflektif mahasiswa. Wawancara dan kuesioner reflektif digunakan untuk memperoleh hasil refleksi mahasiswa selama pengajaran mikro. Hasil penelitian menunjukkan bahwa model FPBL memberikan mahasiswa kesempatan untuk meningkatkan praktik reflektif mereka. Mahasiswa diharuskan untuk memulai praktik reflektif mereka sejak awal perencanaan pembelajaran, selama pembelajaran, dan setelah pembelajaran. Hasil refleksi yang paling sering diidentifikasi meliputi penentuan tujuan pembelajaran, perangkat pembelajaran, penerapan strategi pengajaran, dan evaluasi pembelajaran. Studi ini memberikan gambaran umum tentang praktik reflektif calon guru dalam pengajaran mikro dan pertimbangan berharga untuk merencanakan praktik reflektif dalam pengajaran mikro.

 

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How to Cite

Ariany, R. L., Widiastuti, T. T., & Fadilah, R. (2025). Implementation of flipped problem-based learning: A reflective practice in mathematics microteaching program. Beta: Jurnal Tadris Matematika, 18(2), 16–28. https://doi.org/10.20414/betajtm.v18i2.718

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