Abstract
This study aims to develop and test the effectiveness of the Hybrid Microteaching Model in improving the Technological Pedagogical Content Knowledge (TPACK) competence of prospective Islamic Education teachers in Indonesia. Using the Borg & Gall research and development method, the model was designed by integrating synchronous online and offline learning to overcome the limitations of conventional microteaching. The validity of the model was assessed by experts using Aiken’s V, while its effectiveness was tested using a quasi-experimental design with pre-tests and posttests in the experimental and control classes. Limited trials involving 10 students showed an increase in TPACK scores from an average of 97.2 to 198.1, with a significant difference (t = -9.909; p < 0.05). Extensive trials showed an increase from 132.91 to 165.86 (a difference of 32.95 points, significant). In the experimental class, the score increased from 66.2 to 87.5 (a difference of 21.3 points, p = 0.000), while the control class only increased from 65.4 to 74.8 (a difference of 9.4 points, p = 0.692, not significant). These data confirm that the Hybrid Microteaching model is more effective than conventional methods. Practically, this model helps prospective teachers integrate technology, pedagogy, and content into 21st-century teaching practices. Theoretically, this research expands the application of the TPACK framework by adding the context of synchronous digital technology integration in Islamic education.
Keywords: Hybrid Microteaching, Instructional Development, Islamic Education, Pre-Service Teachers, TPACK