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October 9, 2025Jurnal Pendidikan IslamOpen Access

Enhancing Pedagogical Competence of Pre-Service Islamic Education Teachers through Peer Assessment and Constructive Feedback

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Authors

AAAmrullah AmrullahEAEka AprianiMIMuhammad Idris

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Overview

Quantitative analysis shows peer assessment and constructive feedback significantly improve pedagogical skills in pre-service teachers, suggesting effective strategies for teaching development.

Key Points

  • Peer assessment and constructive feedback enhance pedagogical skills significantly in pre-service teachers.
  • The findings revealed an F-test value of 24.173, with a significance level of 0.000, indicating a strong correlation.
  • Utilizing a quantitative design with a correlational explanatory approach, data analysis involved multiple linear regression.
  • The study illustrates the importance of peer evaluation and feedback methods in teacher training, highlighting areas for ongoing improvement.

Cite This Study

Amrullah et al. (2025) studied this question.

synapsesocial.com/papers/68e7ba40ccde5f1021f64cb1https://doi.org/10.14421/jpi.2025.141.191-208
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Integrating self-assessment, peer assessment, and tutor feedback with structured debriefing to enhance pre-service teachers’ teaching competence: empirical evidence from Indonesia2025 · 5 citations
  2. 2The Effect of Microteaching Lectures in Improving Nine Basic Teaching Skills for University Students2024
  3. 3ENHANCING PEDAGOGICAL COMPETENCIES IN PRE-SERVICE TEACHERS’ THROUGH MICROTEACHING: A QUALITATIVE STUDY2024 · 2 citations
  4. 4THE REFLECTIVE JOURNEY: INVESTIGATING EFL PRE-SERVICE TEACHERS’ REFLECTIVITY ACROSS MICROTEACHING STAGES2026
  5. 5Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers2024