Peran Lembar Kerja Peserta Didik (LKPD) dalam Menunjang Kompetensi Pedagogik Mahasiswa pada Kegiatan Microteaching

Abstract

Objective: This study aims to analyze the role of Student Worksheets (Lembar Kerja Peserta Didik/LKPD) in supporting the pedagogical competence of university students during microteaching activities. The study focuses on how LKPD functions as an instructional tool that facilitates active learning, classroom management, and the development of teaching skills among prospective teachers.

Method: This research employed a qualitative descriptive approach using library research methods. Data were collected from scientific journals, pedagogical textbooks, seminar proceedings, and relevant academic literature published between 2021 and 2026. The literature selection focused on topics related to LKPD development, constructivist learning principles, and microteaching practices. Data analysis was conducted using content analysis and comparative analysis to synthesize theoretical findings from various sources.

Results: The findings indicate that effective LKPD serves as instructional scaffolding that guides students’ learning processes systematically during microteaching activities. Activity-based LKPD, particularly those integrating Problem-Based Learning (PBL), Discovery Learning, and HOTS-oriented approaches, were found to significantly improve pedagogical competence in areas such as classroom management, communication skills, instructional organization, and student engagement. The study also reveals that well-structured LKPD helps prospective teachers manage instructional time efficiently and minimize distractions during teaching simulations. In addition, the quality of LKPD reflects the Pedagogical Content Knowledge (PCK) of prospective teachers.

Discussion: The discussion highlights that LKPD should not merely function as a collection of exercises but as a student-centered instructional guide that promotes critical thinking and independent learning. The implementation of constructivist principles through contextual and exploratory activities enables prospective teachers to facilitate more meaningful learning experiences. However, challenges such as limited facilities, lack of technological access, and insufficient training in LKPD development remain obstacles in educational practice. Therefore, adaptive and innovative strategies are required to support prospective teachers in designing effective LKPD in both digital and manual formats.

Conclusion: LKPD plays a strategic role in improving the pedagogical competence of university students during microteaching activities. The integration of innovative, constructivist, and activity-based LKPD contributes significantly to the development of professional teaching skills and serves as an important foundation for preparing future educators in the digital era.