ENHANCING STUDENT TEACHER’S ABILITY TO DESIGN ACTIVE LEARNING INSTRUCTIONS THROUGH ACTIVE LEARNING ACTIVITIES

Abstract

This study aimed to achieve three objectives: 1) investigate the understanding of the student teachers in designing active learning instructions before and after their engagement in active learning activities; 2) assess the ability of the student teachers to design active learning instructions before and after their participation in active learning activities; and 3) explore the attitudes of the student teachers toward active learning activities. The study included 28 purposefully selected second-year student teachers from the general science education program. Research tools consisted of a lesson plan, a test on understanding in designing active learning instructions of the student teachers, an assessment form evaluating the student teacher’s ability to design active learning instructions, and a questionnaire probing the student teacher’s attitudes toward active learning instructions. Data analysis involved statistical methods along with percentage, average, and standard deviation.
The results revealed that:
1. the student teachers' overall understanding in designing active learning instructions increased by 65.19% after the intervention.
2. the student teachers' ability to design active learning instructions was consistently at a high level.
3. the student teachers displayed an exceptionally positive attitude toward active learning activities.