INCLUSIVE TEACHING IN VIRTUAL MICROTEACHING FOR STEM EDUCATION An Nuril Maulida Fauziah, Dyah Astriani, Tutut Nurita , Mohamad Arif Mahdiannur, Ahmad Fauzi Hendratmoko
Universitas Negeri Surabaya
Abstract
This study aims to examine the implementation of inclusive teaching in virtual microteaching to improve problem-solving skills of undergraduate students in science education. The background of this study is the limited application of student-centered and differentiated learning practices that accommodate diverse student abilities and learning needs. This study employed a descriptive qualitative approach involving students enrolled in a microteaching course. Learning activities were designed by integrating contextual STEM problems, problem-solving approaches, and inclusive teaching strategies based on differentiated instruction principles. Students were required to design, implement, and reflect on their teaching practices through virtual microteaching sessions. Data were collected through observation, performance assessment, and reflective journals. The results indicate that the implementation of inclusive teaching enhances student engagement, critical thinking, and awareness of equitable learning practices. In conclusion, this approach can support prospective science teachers in designing responsive and meaningful learning experiences.
