Ethnodigital microteaching model through virtual laboratory to improve TPACK of prospective mathematics teachers

The problem and the aim of the study. The low teacher competence is one of the hot topics of discussion in educational issues. Integration of knowledge about technology by prospective teachers into learning needs to be done to improve their competence in facing technological advances, in this case the abilities in question are Technological Pedagogical Content Knowledge (TPACK) especially in microteaching learning. The use of technology in virtual laboratories offers another opportunity to expose prospective teachers to a more realistic context in practicing learning to improve the TPACK of prospective mathematics teachers. This study aims to develop an ethnodigital microteaching learning model through a virtual laboratory to improve the TPACK of prospective mathematics teacher students. Research methods. The development model used is the ADDIE model. The stages of model development are Analyze, consist of analyzing objectives and competencies, and analyzing instructional; Design, consist of compiling a conceptual framework for the ethnodigital microteaching model; Development, consist of validation of the ethnodigital microteaching model, Implementation, consist of conducting a trial, and Evaluation, namely evaluating the achievement and feasibility of model development. Data collection techniques in this study are as follows: observation, questionnaire response sheets from prospective teacher students, readability trials, and tests. Data analysis in this study are as follows: analysis of learning device validation, practicality, and effectiveness tests. KEYWORDS Results. With the results of this study, it is expected that it can be implemented by prospective teacher students more widely by using the ethnodigital microteaching learning model so that it can provide contextual-based knowledge of students' TPACK abilities. The syntax of this learning model is 1) identifying learning devices used about the learning process and materials in accordance with the culture of local cultural wisdom (ethnomathematics), 2) exploring the use of devices according to the design virtually and in real terms, 3) implementing devices in the implementation of learning, and 4) communicating learning materials with virtual web-based methods and technologies. The ethno-digital microteaching learning model has several significant advantages, namely the integration of local culture, dual approach (virtual and real), development of TPACK skills, improvement of communication skills, realistic learning environment, flexibility and accessibility, and collaboration and interaction. The results of the development of the lesson plan that has been prepared have an average total validity value of 96.16. The results of the development of the student worksheet that has been prepared have an average total validity value of 94.61. The results of the development of the virtual laboratory that has been prepared have an average total validity value of 91.93. The results of the practicality assessment of the developed learning devices, namely the lesson plan of 94.25 with a very practical category, student worksheets of 93 with a very practical category, and formative tests of 90.25 with a very practical category, and virtual laboratories of 93.25 with a practical category. Based on the results of the N-gain score test calculation, it shows that the average N-gain score value of the ethnodigital microteaching learning model is 79.7% and is included in the effective category. With a minimum N-gain score value of 64.29% and a maximum of 92.86%. Conclusion. Based on the results and discussion above, this study produces learning devices consisting of lesson implementation plans, student worksheets, and formative tests using the ethnodigital microteaching learning model that meets the criteria of valid, practical, and effective. The designed learning devices can be used to improve the TPACK abilities of prospective teacher students.