Needs Analysis for E-Module Development in the Microteaching Course to Enhance Pedagogical Competence
Keywords:
Need analysis, E-module, Microteaching, Pedagogical Competence
Abstract
This research focused on performing a comprehensive needs analysis to guide the creation of an e-module aimed at bolstering pedagogical skills within the Microteaching course. The study particularly explored the educational hurdles faced by students, their preferred learning materials, and their expectations for digital learning within the Educational Technology program at Universitas Negeri Makassar. Data collection was facilitated through multiple methodologies, including questionnaires, interviews, and observations, involving a cohort of 20 undergraduate students. The questionnaire was meticulously designed with ten key indicators focusing on various aspects such as learning content, accessibility, interactive elements, and visual attractiveness. Findings indicated that a significant majority of students perceived existing instructional materials as inadequate and unengaging, signifying a critical need for improvements. The highest needs were related to the inclusion of clear learning objectives (93%) and offline usability (92%). These findings indicate that an e-module for the Microteaching course is needed to support flexible, independent, and engaging learning. The results of this analysis serve as a foundation for the subsequent development phase using the 4D model to improve the quality of pedagogical learning.
References
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Misnawati, M., Yusriadi, Y., & Bin-Tahir, S. Z. (2023). QR code scanning system as a meaning-focused input approach in English textbook. MEXTESOL Journal, 47(3), 1–11. https://doi.org/10.61871/mj.v47n3-21
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Patriot, E., Wiyono, K., Sriyanti, I., Nazhifah, N., Fitonia, A., Nadia, H., … & Sari, N. (2023). Enhancing the skills of physics MGMP teachers in making differentiated e-modules. Transformasi Jurnal Pengabdian Masyarakat, 19(2), 272–282. https://doi.org/10.20414/transformasi.v19i2.8441
Pattaufi, P., Aswan, D., & Hakim, A. (2023). The development of teaching material for blended learning: A strategy to improve students’ creativity and innovation in the 21st century. Journal of Educational Science and Technology (EST), 9(1), 19. https://doi.org/10.26858/est.v9i1.37916
Purwanty, R., Nirtha, E., Hurit, A. A., & Ismail, M. (2024). Opportunities and challenges for the implementation of online and offline learning in social studies teaching material development courses. Indonesian Journal of Instructional Media and Model, 6(1), 1–8. https://doi.org/10.32585/ijimm.v6i1.5255
Singh, A., & Ishrat, A. (2025). The role of social support in enhancing self-efficacy and learning satisfaction in online education among secondary school students. On the Horizon: The International Journal of Learning Futures, 33(3), 320–337. https://doi.org/10.1108/oth-03-2025-0033
Stewart, J., Antonenko, P., Robinson, S., & Mwavita, M. (2013). Intrapersonal factors affecting technological pedagogical content knowledge of agricultural education teachers. Journal of Agricultural Education, 54(3), 157–170. https://doi.org/10.5032/jae.2013.03157
Sulaeman, Y., Hikmat, A., & Tarmini, W. (2025). Development of flipbook electronic teaching materials for implementing the scientific approach in Indonesian language learning for vocational high school students. AL-ISHLAH: Jurnal Pendidikan, 17(3). https://doi.org/10.35445/alishlah.v17i3.5560
Suyatna, A., Distrik, I., Herlina, K., Suyanto, E., & Haryaningtias, D. (2018). Developing interactive e-book of relativity theory to optimize self-directed learning and critical thinking skills. 2011, 020065. https://doi.org/10.1063/1.5054469
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Minneapolis, MN: Leadership Training Institute/Special Education, University of Minnesota.
Tolmachev, M., Korotaeva, I., Zharov, A., & Белоглазова, Л. (2022). Development of students’ digital competence when using the “Oracle” electronic portal. European Journal of Contemporary Education, 11(4). https://doi.org/10.13187/ejced.2022.4.1261
Wulandari, V. D., & Wirdati, W. (2024). The effect of microteaching lectures in improving nine basic teaching skills for university students. Ahlussunnah: Journal of Islamic Education, 3(1), 20–31. https://doi.org/10.58485/jie.v3i1.223
Yang, J., Hui, P., Wei-ying, Z., & Huang, R. (2018). Evaluation of smart classroom from the perspective of infusing technology into pedagogy. Smart Learning Environments, 5(1). https://doi.org/10.1186/s40561-018-0070-1
Yulando, S., Sutopo, S., & Franklin, T. (2019). Electronic module design and development: An interactive learning.American Journal of Educational Research, 7(10), 694–698. https://doi.org/10.12691/education-7-10-4
Ariff, N., Hoon, T., Retnawati, H., & Koo, A. (2023). Preservice teachers’ preparedness and its influence on microteaching. International Journal of Academic Research in Progressive Education and Development, 12(3). https://doi.org/10.6007/ijarped/v12-i3/19163
Asrizal, A., Zan, A. M., Mardian, V., & Festiyed, F. (2022). The impact of static fluid e-module by integrating STEM on learning outcomes of students. Journal of Education Technology, 6(1), 110–118. https://doi.org/10.23887/jet.v6i1.42458
Bai, H., Aman, A., Xu, Y., Orlovskaya, N., & Zhou, M. (2016). Effects of web-based interactive modules on engineering students’ learning motivations. American Journal of Engineering Education (AJEE), 7(2), 83–96. https://doi.org/10.19030/ajee.v7i2.9840
Barrera, J., Megallon, S., & Patadlas, A. (2024). Managing modular instruction and students' learning outcomes.Eduline Journal of Education and Learning Innovation, 4(1), 110–121. https://doi.org/10.35877/454ri.eduline1883
Denha, N., Hudyma, U., Krupskyi, Y., Dumanska, T., Heseleva, K., & Povidaichyk, M. (2023). Blended learning as a means of forming mathematical competence of future teachers of the new Ukrainian school: Neuropedagogical aspects.
Gondwe, F. (2022). Teacher educators’ conceptualisation of technology in Malawi: A critical perspective.International Journal of Educational Development in Africa, 7(1). https://doi.org/10.25159/2312-3540/11639
Hakami, Z. (2021). Comparison between virtual and traditional learning methods for orthodontic knowledge and skills in dental students: A quasi-experimental study. Healthcare, 9(9), 1092. https://doi.org/10.3390/healthcare9091092
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. London: Routledge.
Hsu, H., Cheah, Y. H., & Hughes, J. E. (2023). A case study of a secondary biology teacher’s pedagogical reasoning and action with augmented reality technology. Education Sciences, 13(11), 1080. https://doi.org/10.3390/educsci13111080
Krivova, A., Kalliopin, A., Korotaeva, I., Shafazhinskaya, N., & Ермилова, Д. (2021). Social networks as a means of monitoring students’ progress. Propósitos Y Representaciones, 9(SPE3). https://doi.org/10.20511/pyr2021.v9nspe3.1264
Kumar, A., Omprakash, A., Mani, P. K. C., Kuppusamy, M., Wael, D., Sathiyasekaran, B., … & Ramasamy, P. (2023). E-learning and e-modules in medical education—a SOAR analysis using perception of undergraduate students.PLOS ONE, 18(5), e0284882. https://doi.org/10.1371/journal.pone.0284882
Lepp, A., Barkley, J. E., Karpinski, A. C., & Singh, S. (2019). College students’ multitasking behavior in online versus face-to-face courses. SAGE Open, 9(1). https://doi.org/10.1177/2158244018824505
Ma, L. (2024). Research on the ways to improve the effectiveness of English microteaching. Adult and Higher Education, 6(3). https://doi.org/10.23977/aduhe.2024.060304
Misnawati, M., Yusriadi, Y., & Bin-Tahir, S. Z. (2023). QR code scanning system as a meaning-focused input approach in English textbook. MEXTESOL Journal, 47(3), 1–11. https://doi.org/10.61871/mj.v47n3-21
Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125. https://doi.org/10.1037/0022-0663.92.1.117
Nazifah, N., & Asrizal, A. (2022). The effect of STEM integrated modules on knowledge and students' 21st century skill in science and physics learning: A meta analysis. International Journal of Progressive Sciences and Technologies, 34(1), 441. https://doi.org/10.52155/ijpsat.v34.1.4527
Nurhayati, N., Linda, R., & Anwar, L. (2022). E-module using FlipHTML5 application on chemical bond material.Jurnal Pendidikan Kimia Indonesia, 6(2), 133–141. https://doi.org/10.23887/jpki.v6i2.49542
Pangaribuan, Y. E. M., Sipayung, K. T., Manurung, L. W., & Situmorang, A. S. (2023). Students’ perception of micro teaching course to their teaching internship at the English Department of HKBP Nommensen University. Journal on Education, 6(1), 2561–2575. https://doi.org/10.31004/joe.v6i1.3287
Patriot, E., Wiyono, K., Sriyanti, I., Nazhifah, N., Fitonia, A., Nadia, H., … & Sari, N. (2023). Enhancing the skills of physics MGMP teachers in making differentiated e-modules. Transformasi Jurnal Pengabdian Masyarakat, 19(2), 272–282. https://doi.org/10.20414/transformasi.v19i2.8441
Pattaufi, P., Aswan, D., & Hakim, A. (2023). The development of teaching material for blended learning: A strategy to improve students’ creativity and innovation in the 21st century. Journal of Educational Science and Technology (EST), 9(1), 19. https://doi.org/10.26858/est.v9i1.37916
Purwanty, R., Nirtha, E., Hurit, A. A., & Ismail, M. (2024). Opportunities and challenges for the implementation of online and offline learning in social studies teaching material development courses. Indonesian Journal of Instructional Media and Model, 6(1), 1–8. https://doi.org/10.32585/ijimm.v6i1.5255
Singh, A., & Ishrat, A. (2025). The role of social support in enhancing self-efficacy and learning satisfaction in online education among secondary school students. On the Horizon: The International Journal of Learning Futures, 33(3), 320–337. https://doi.org/10.1108/oth-03-2025-0033
Stewart, J., Antonenko, P., Robinson, S., & Mwavita, M. (2013). Intrapersonal factors affecting technological pedagogical content knowledge of agricultural education teachers. Journal of Agricultural Education, 54(3), 157–170. https://doi.org/10.5032/jae.2013.03157
Sulaeman, Y., Hikmat, A., & Tarmini, W. (2025). Development of flipbook electronic teaching materials for implementing the scientific approach in Indonesian language learning for vocational high school students. AL-ISHLAH: Jurnal Pendidikan, 17(3). https://doi.org/10.35445/alishlah.v17i3.5560
Suyatna, A., Distrik, I., Herlina, K., Suyanto, E., & Haryaningtias, D. (2018). Developing interactive e-book of relativity theory to optimize self-directed learning and critical thinking skills. 2011, 020065. https://doi.org/10.1063/1.5054469
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Minneapolis, MN: Leadership Training Institute/Special Education, University of Minnesota.
Tolmachev, M., Korotaeva, I., Zharov, A., & Белоглазова, Л. (2022). Development of students’ digital competence when using the “Oracle” electronic portal. European Journal of Contemporary Education, 11(4). https://doi.org/10.13187/ejced.2022.4.1261
Wulandari, V. D., & Wirdati, W. (2024). The effect of microteaching lectures in improving nine basic teaching skills for university students. Ahlussunnah: Journal of Islamic Education, 3(1), 20–31. https://doi.org/10.58485/jie.v3i1.223
Yang, J., Hui, P., Wei-ying, Z., & Huang, R. (2018). Evaluation of smart classroom from the perspective of infusing technology into pedagogy. Smart Learning Environments, 5(1). https://doi.org/10.1186/s40561-018-0070-1
Yulando, S., Sutopo, S., & Franklin, T. (2019). Electronic module design and development: An interactive learning.American Journal of Educational Research, 7(10), 694–698. https://doi.org/10.12691/education-7-10-4
Published
2025-11-30
How to Cite
Hisanan, H., Pattaufi, & Yusuf, N. (2025). Needs Analysis for E-Module Development in the Microteaching Course to Enhance Pedagogical Competence. International Journal of Education, Vocational and Social Science , 4(04), 1215-1226. https://doi.org/10.63922/ijevss.v4i04.2609
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
