Email this article 
AI INTEGRATION IN MICROTEACHING: A TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE APPROACH TO IMPROVE THE QUALITY OF PROSPECTIVE MADRASAH IBTIDAIYAH TEACHERS
Abstract
The advancement of Artificial Intelligence (AI) technology in education has created significant opportunities to enhance teaching quality, including in microteaching practices for prospective Madrasah Ibtidaiyah (MI) teachers. However, the implementation of AI in instructional practices still faces several challenges, such as limited technological literacy, gaps in curriculum integration, and difficulties in designing AI-based learning tools. This study aims to analyze the level of understanding of prospective MI teachers regarding AI technology in microteaching, examine AI integration through the Technological Pedagogical and Content Knowledge (TPACK) framework, identify implementation challenges, and evaluate the effectiveness of AI in improving teaching quality. This research employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through surveys and pretest–posttest instruments, while qualitative data were obtained through interviews and observations of AI-based microteaching practices. Data analysis included descriptive and inferential statistics to measure the effectiveness of AI, as well as thematic analysis to map implementation challenges. The findings indicate that students began to integrate AI across the stages of lesson planning, implementation, and evaluation, reflecting the initial development of TPACK components, particularly Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK). Identified challenges include low levels of technological literacy, limited pedagogical readiness, technical constraints, anxiety toward AI usage, and concerns regarding academic ethics. The Wilcoxon test results show a significant improvement in microteaching scores from 2.46 to 4.46 (p = 0.003), confirming the effectiveness of AI integration in enhancing the teaching quality of prospective MI teachers.
Keywords
Full Text:
PDFReferences
Angeli, C., & Valanides, N. (2009). Epistemological and Methodological Issues for The Conceptualization, Development, and Assessment of ICT–TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/https://doi.org/10.1016/j.compedu.2008.07.006
Bautista, A., Estrada, C., Jaravata, A. M., Mangaser, L. M., Narag, F., Soquila, R., & Asuncion, R. J. (2024). Preservice Teachers’ Readiness Towards Integrating AI-Based Tools in Education: A TPACK Approach. Educational Process: International Journal, 13(3), 40–68. https://doi.org/10.22521/edupij.2024.133.3
Chan, C. K. Y., & Lee, K. K. W. (2023). The AI Generation Gap: Are Gen Z Students More Interested in Adopting Generative AI Such as ChatGPT in Teaching and Learning than Their Gen X and Millennial Generation Teachers? Smart Learning Environments, 10(1), 60. https://doi.org/10.1186/s40561-023-00269-3
Harry, A., & Jati, G. (2023). Role of AI in Education. Injuruty: Interdiciplinary Journal and Humanity, 2(3). https://injurity.pusatpublikasi.id/index.php/in
Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, Challenges, Roles and Research Issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/https://doi.org/10.1016/j.caeai.2020.100001
Karataş, F., & Yüce, E. (2024). AI and The Future of Teaching: Preservice Teachers’ Reflections on the Use of Artificial Intelligence in Open and Distributed Learning. International Review of Research in Open and Distributed Learning, 25(3), 304–325. https://doi.org/https://doi.org/10.19173/irrodl.v25i3.7785
Kim, S., Jang, Y., Choi, S., Kim, W., Jung, H., Kim, S., & Kim, H. (2021). Analyzing Teacher Competency with TPACK for K-12 AI Education. KI - Künstliche Intelligenz, 35(2), 139–151. https://doi.org/10.1007/s13218-021-00731-9
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The Seven Trans-disciplinary Habits of Mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 22–28.
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A Review of AI Teaching and Learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445–8501. https://doi.org/10.1007/s10639-022-11491-w
Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements. Sustainability (Switzerland), 16(3). https://doi.org/10.3390/su16030978
Pazin Fadzil, A. H., Maat, S. M., & Mahmud, M. S. (2022). A Rasch model analysis of the TPACK Instrument in The Creative Teaching of Primary Mathematics Teachers. Cypriot Journal of Educational Sciences, 17(11), 4259–4274. https://doi.org/10.18844/cjes.v17i11.7792
Rose, J. (2024). Teaching with AI: A Practical Guide to a New Era of Human Learning. The Serials Librarian, 85(5–6), 130–131. https://doi.org/10.1080/0361526X.2024.2444257
Son, J.-B., Ružić, N. K., & Philpott, A. (2023). Artificial Intelligence Technologies and Applications for Language Learning and Teaching. doi:10.1515/jccall-2023-001515
Sun, J., Ma, H., Zeng, Y., Han, D., & Jin, Y. (2023). Promoting the AI Teaching Competency of K-12 Computer Science Teachers: A TPACK-based Professional Development Approach. Education and Information Technologies, 28(2), 1509–1533. https://doi.org/10.1007/s10639-022-11256-5
Yau, K. W., CHAI, C. S., Chiu, T. K. F., Meng, H., King, I., & Yam, Y. (2023). A Phenomenographic Approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools. Education and Information Technologies, 28(1), 1041–1064. https://doi.org/10.1007/s10639-022-11161-x
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education Where Are The educators. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
Helmiati, H., Ag, M., Keterampilan, M., & Mengajar, D. (2013). Micro Teaching. www.aswajapressindo.co.id
Holmes, W., & Porayska-Pomsta, K. (2023). The Ethics of Artificial Intelligence in Education. Lontoo: Routledge, 621–653
DOI: http://dx.doi.org/10.32934/jmie.v10i1.919
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2017, JMIE: Journal of Madrasah Ibtidaiyah Education, p-ISSN: 2580-0868, e-ISSN: 2580-2739
Indexed By:
