DEVELOPING THE LEARNING MANAGEMENT COMPETENCIES OF STUDENT TEACHERS

Abstract

This study aimed to: (1) develop the knowledge and understanding of learning management among pre-service teachers during their professional practicum; (2) enhance their learning management abilities; and (3) examine their satisfaction with the development of learning management competencies. This research employed an action research design consisting of 4 stages: planning, action, observation, and reflection. The research participants comprised 10 pre-service teachers who voluntarily participated in the study. The research instruments included a knowledge and understanding test, an interview form, a learning management ability assessment form, an observation form, and a satisfaction questionnaire. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through interpretation and content synthesis. The findings revealed that: (1) the participants’ knowledge and understanding of learning management based on Office of the Teacher Civil Service and Educational Personnel Commission (otepc) 8 indicators increased from 12 points (60%) before the intervention to 17 points (75%) after the intervention, showing an improvement of 5 points (25%); (2) the participants’ learning management ability was at a moderate level (  = 3.49) and (3) the participants’ satisfaction with the development of learning management competencies based on the eight indicators was at the highest level (  = 4.49).