ANALYZING THE FACTORS AFFECTING MICROTEACHING IN THE DIGITAL INDUSTRY 4.0

Abstract

The era of the industrial revolution 4.0 is often referred to as the era of the digital revolution. In this era, the boundaries between biological, digital, and physical seem to merge and become one so that in the end it becomes an era that has the characteristics of automation in all kinds of activities. Educators in today's digital era are required to have 21st century teaching skills to achieve the needs of the superior generation in the digital era. Educational institutions of education personnel are fully responsible for fulfilling teachers with the competencies needed in today's digital era. Micro teaching is one of the teaching methods that is currently given to prospective teacher students to practice teaching skills in the classroom. However, the implementation of micro-teaching is still considered to have many shortcomings, including classroom conditioning which still seems unreal and the lack of student ability to design learning, especially in the current digital era. To answer these problems, researchers analyzed what factors affect micro-teaching in the industrial era 4.0. The focus of this research is on the technology used by lecturers in learning, the learning methods used, the learning environment created, the competence of teachers and the involvement of students in microlearning. This study aims to evaluate the implementation of micro-teaching, whether micro-teaching learning is still relevant to the digital era and to find out what factors are needed to meet the competencies of prospective teachers in the current digital era. The research method used is a quantitative method with research instruments using questionnaires. The results of the study show that the overall analysis of the findings that lecturers and students have used digital technology in microlearning, but with this technology, it turns out that they have not been able to make a positive contribution to students and lecturers. This condition is influenced by the low involvement of students in participating in learning. So that it is difficult for lecturers to recognize their strengths and weaknesses in learning students both independently and in groups.