Suryani, Ahmad (2026) An Analysis of Pre-Service Teacher’s Reflections on Conducting Teaching Practice Using Gibbs Reflection Stages. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

Reflection practice is essential for pre-service teachers as it enables them to evaluate their teaching experiences, identify areas for improvement, and plan for future development. This qualitative narrative inquiry study aimed to investigate pre-service teachers' reflections on conducting teaching practice 1 (PPL 1) using the Gibbs Reflection Model, focusing on two research questions: how pre-service teachers evaluate their teaching using Gibbs reflection and what action plans they formulate for future teaching. The participants were 10 sixth-semester English education students at UIN Antasari Banjarmasin who had conducted PPL 1 with no prior teaching experience, and data were collected through semi-structured in-depth interviews organized according to three stages of Gibbs Reflection Model: Feelings, Evaluation, and Action Plan. The findings revealed that pre-service teachers conducted comprehensive evaluations encompassing both positive aspects (effective use of learning facilities and media, appropriate teaching methods, and positive student engagement) and negative aspects (time management issues, technical problems, and limited student interaction), with their feelings significantly shaping these evaluations as initial nervousness and anxiety led to critical assessments while improved feelings over time resulted in more balanced evaluations. Regarding action plans, pre-service teachers formulated concrete strategies including improving lesson design and pedagogical approaches, reducing dependence on technology and artificial intelligence, developing contingency plans and backup strategies, and enhancing classroom management and personal well-being. The study concludes that the Gibbs Reflection Model provides a useful framework for guiding pre-service teachers' reflection, helping them move from emotional awareness through critical evaluation to concrete planning for improvement, and highlights the need for structured reflection frameworks, emotional support, critical self-assessment, and action-oriented reflection in teacher education programs.

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