An Analysis of the Difficulties Faced by FKIP Students in Implementing Field Experience Practice at Partner Schools

Mudmainna Mudmainna; Brigita Elisabet KR Uran

doi:10.58421/gehu.v5i4.1842

DOI:

https://doi.org/10.58421/gehu.v5i4.1842

Authors

Mudmainna Mudmainna Institut Keguruan dan Teknologi Larantuka
Brigita Elisabet KR Uran Institut Keguruan dan Teknologi Larantuka

Keywords:

Field Experience Practice, Teaching Practicum, Teaching Difficulties, Teacher Competence

Abstract

Field Experience Practice (Praktik Pengalaman Lapangan/PPL) is an important component of teacher education that provides prospective teachers with direct teaching experience in schools. This study aimed to analyze the difficulties experienced by students of the Faculty of Teacher Training and Education (FKIP) in implementing PPL at partner schools. A descriptive qualitative approach was employed involving ten eighth-semester FKIP students selected through purposive sampling. Data were collected through observations, interviews, and documentation and analyzed using the Miles and Huberman interactive model. The findings revealed that students experienced difficulties in learning preparation and planning, mastery of subject matter, selection of teaching methods and learning media, classroom management, communication and material delivery, assessment and evaluation, as well as psychological and environmental adaptation. These challenges were mainly related to limited teaching experience, lack of confidence, diverse student characteristics, and limited facilities. However, the PPL program contributed positively to the development of students’ pedagogical, professional, social, and personal competencies. Factors supporting the improvement of teaching skills included effective collaboration with mentor teachers and supervisors, continuous guidance, students’ motivation to learn, adequate learning facilities, and opportunities for repeated teaching practice. The study concludes that PPL plays a significant role in developing teaching competencies despite the various challenges encountered by student teachers during its implementation.

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