AN ANALYSIS OF STUDENTS' REFLECTIONS ON PHOTOVOICE ASSIGNMENT DURING MICROTEACHING CLASS

Andini, Putri Ayu (2026) AN ANALYSIS OF STUDENTS' REFLECTIONS ON PHOTOVOICE ASSIGNMENT DURING MICROTEACHING CLASS. Undergraduate thesis, UIN KHAS Jember.

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Abstract

Putri Ayu Andini, 2026: An Analysis of Students' Reflections on Photovoice Assignment During Microteaching Class
Keywords: photovoice, students’ reflection, reflective practice, microteaching, qualitative case study.
This study investigated students’ reflections on photovoice assignments in the microteaching class at UIN Kiai Haji Achmad Siddiq (KHAS) Jember. Although reflection is an important part of microteaching, most previous studies have focused on photovoice as a pedagogical tool in general rather than specifically examining how students reflect on their microteaching experiences through photovoice. Therefore, this study aimed to explore the aspects of microteaching experiences reflected by students, how they expressed those reflections through photographs and reflection texts, and how they perceived the role of photovoice in supporting reflection during microteaching.
This study employed a qualitative case study design. The participants were three pre-service teacher students who had completed photovoice assignments in the microteaching course and were selected through purposive sampling. The data were collected through document analysis of photovoice entries, semi-structured interviews, and supporting documents. The data were analyzed using thematic analysis proposed by Braun and Clarke, which involved data familiarization, coding, theme generation, interpretation, and drawing conclusions.
The findings showed that students reflected on various aspects of their microteaching experiences, including teaching challenges, classroom management, emotional experiences, self-confidence, and teaching preparation. They expressed their reflections through photographs and reflective narratives that represented their personal experiences and interpretations during microteaching. In addition, the participants perceived photovoice as a meaningful reflective activity that helped them express emotions, recall teaching experiences, and develop reflective awareness more deeply. Therefore, photovoice was considered beneficial in supporting reflective practice among pre-service teacher students in the microteaching class.
The students expressed their reflections through photographs and reflective narratives that represented their personal experiences and interpretations during microteaching. In addition, the participants perceived photovoice as a meaningful reflective activity that helped them express emotions, recall teaching experiences, and develop reflective awareness more deeply. Therefore, photovoice was considered beneficial in supporting reflective practice among pre-service teacher students in the microteaching class.

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