PENGARUH SIKAP PERCAYA DIRI SANTRIWATI KELAS 6 KMI TERHADAP PEMBELAJARAN MICRO TEACHING (AMLIYAH AT-TADRIS) DI PONDOK PESANTREN MAWARIDUSSALAM BATANG KUIS DELI SERDANG

Abstract

Educational management is a process of planning, organizing, controlling, and
evaluating educational activities that have been designed to achieve
predetermined educational goals effectively and efficiently. Kulliyatul Mu’allimat al
Islamiyyah (KMI) education at Mawaridussalam Islamic Boarding School aims to
produce pious and multi-talented female students in various fields. This study aims
to determine the extent to which self-confidence attitudes of sixth-year female
students in the KMI program influence the success of microteaching (Amaliyah At
Tadris) learning at Pondok Pesantren Mawaridussalam. A quantitative
correlational approach was employed. The research population consisted of 109
sixth-year KMI students, from which a sample of 40 students was selected using
simple random sampling. Research instruments included a self-confidence
questionnaire that had been tested for validity and reliability with a Cronbach’s
alpha value of 0.90, as well as a rubric for assessing microteaching performance.
Before conducting the main analysis, the data were tested using prerequisite tests,
including normality testing with the Kolmogorov–Smirnov test (p > 0.05), linearity
testing using regression line ANOVA (p < 0.05), and homoscedasticity testing
using the Glejser test (p > 0.05). All test results met the required criteria.
Hypothesis testing using Pearson’s correlation analysis produced a correlation
coefficient of r = 0.65 with a significance value of p = 0.000 (p < 0.05), indicating a
positive and significant relationship between self-confidence attitudes and
microteaching success. In other words, higher levels of self-confidence among
students are associated with better performance in Amaliyah At-Tadris. These
findings highlight the importance of strengthening students’ self-confidence
through pre-microteaching training, psychological support, and emotional
mentoring in order to optimize the microteaching learning process and improve
teaching quality.