A Pre-Experimental Study of Using E-Modules in Microteaching for Mathematics Pre-service Teachers

Avianti Permata Yuniar, Fanisa Dina Amalia Dewi Umbara, Hepsi Nindiasari

Abstract


Addressing pre-service teachers' lack of theoretical grounding in basic teaching skills, as revealed by preliminary interviews, this pre-experimental study evaluated cognitive learning gains and user acceptance of an LMS-integrated, Heyzine-based microteaching e-module for pre-service mathematics teachers. Using a One-Group Pretest-Posttest design (n=49, purposive sampling), cognitive test and survey data were analyzed using a paired-sample t-test, Cohen’s d, and Normalized Gain (N-Gain). Mean cognitive scores increased significantly from 85.30 to 96.84 (t(48)=7.015,p<.001, Cohen’s d=1.002), with 77.55% of participants achieving high N-Gain ("mean"=0.7433). User survey responses reached 91.12% ("very good"). The findings indicate that the interactive e-module is associated with measurable cognitive gains and high user acceptance, serving as a promising self-directed learning resource.

Keywords: Basic Teaching Skills, E-Module, Heyzine, Mathematics Education, Microteaching.


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DOI: https://doi.org/10.31932/j-pimat.v8i2.7586

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