Delta-Phi: Jurnal Pendidikan Matematika, vol. 1 (3), pp. 181-188, 2023
Received 01 August 2023 / published 17 September 2023
https://doi.org/10.61650/dpjpm.v1i3.205

MICROTEACHING: Analysis of the
Readiness of Prospective
Mathematics Teacher Students in
Teaching Function Material
Akhsanul In’am1, Rani Darmayanti2, Ahmad Hariyadi3, Dewi Nurmalitasari4, and Wita Wahyu
Mardiningrum5
1. Universitas Muhammadiyah Malang, Indonesia.
2. Universitas Muhammadiyah Malang, Indonesia
3. Universitas Muria Kudus, Indonesia
4. Universitas PGRI Wiranegara Pasuruan, Indonesia
5. SMA Negeri 4 Pasuruan, Indonesia
E-mail correspondence to: ranidarmayanti1990@gmail.com

Abstract
In today's era of globalisation, teacher professionalism is inevitable and
cannot be postponed as competition becomes increasingly fierce. We need
people who are indeed experts in their field, according to their abilities, so
that everyone can play their role optimally. This study aims to describe the
ability of students in a mathematics teaching research program to prepare
to become professional teachers based on the teaching skill standards
needed in the future to become teachers. In microteaching courses.
Through micro-teaching, teachers gain knowledge and skills on how to plan
and practice learning activities that will be provided to students so that
learning becomes meaningful and they can become professional teachers.
The type of research is qualitative, with the research subjects being three
students conducting research in preparation for a micro-teaching course in
semester odd of the 2023/2024 academic year. The tools used are learning
planning rubrics, teaching practice observation sheets, practical skills
assessment sheets, and helpful activity notes—data collection techniques
by observation, interviews and documents. Based on the analysis results, it
was found insight and concluded that students of the study program
Teaching Mathematics in Micro-teaching course have the potential to
become professional teachers based on the skills education, specifically
educational, personal, professional and social skills.
Keywords: Composition Function; Mathematics Learning; Microteaching;
Professional; Prospective Teachers.

Introduction
Education is essential because it gives students knowledge and
skills that influence their behaviour (Kesäläinen, 2022; Reisoğlu, 2022;
Tomljenovic, 2021). The task of professional teachers to achieve

educational goals significantly impacts sound and quality education (Hu,
2018; Shelton, 2018; Tang, 2020). Teachers support and motivate
students to participate in learning activities because learning aims to
prepare students to become knowledgeable and skilled workers who will
succeed (Carpenter, 2019; Richard, 2021), especially in a globalised
world.
Teachers must be professional when competition increases globally
(Flores, 2020; Gegenfurtner, 2020). So that everyone can perform well,
true experts are needed according to their expertise. Being a teacher is
difficult. Everyone can teach, but today's teachers must be competent
to improve education. Teachers and lecturers are professional educators
who educate, teach, guide, direct, train, assess and evaluate students
from an early age to secondary education (Losano, 2018; Sandilos, 2018;
Santiago et al., 2023; R. et al., 2021). Teachers are critical in student
development. Teachers are generally considered educational leaders.
Professional teachers have academic skills.
Professional teachers must know material sources, teaching
strategies, and student characteristics (Cheetham, 2013; Cheong et al.,
2021; R. Sugianto et al., 2023). Experienced teachers must master
scientific disciplines as a source of teaching materials, student
characteristics, educational philosophy and goals, learning methods and
models, principles of learning technology, student assessment, and class
planning and control to carry out education (Day, 2017; Instefjord, 2017;
Lima, 2013; Ventura, 2018). Process smoothly. A professional teacher
must have standardised competency abilities and demonstrate their
quality as an experienced teacher because competency is mastery of
each individual's work abilities, including knowledge, skills and work
attitudes that meet standards.

© 2023 In’am et al., (s). This is a Creative Commons License. This work is licensed under a Creative Commons AttributionNonCommertial 4.0 International License.

In’am et al: MICROTEACHING: Analysis of the Readiness ... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 181-188, 2023

The academic qualification standards and teacher competencies
are based on four main competencies: pedagogical, personality,
social and professional (Adami, 2012; Bubnova, 2022; Chai, 2019;
Priddey, 1996). Professional teachers combine these four skills.
Teachers' professional achievements usually measure good
education. Instructor competency requirements enhance learning by
ensuring instructor quality. Learning objectives can be implemented
according to expectations with the instructor's competency criteria
(Juuti, 2021; Zhumash, 2021). Teachers must obtain these four
competency requirements through professional education. Deep and
extensive learning is necessary for professionalism. Mastering the
material means knowing the topic's content, curriculum, scientific
concepts and structure, educational obstacles, and relevant material.

variations in the subject, location, materials, grade level, curriculum,
and teaching resources employed. The participants in this study
consisted of mathematics education students at PGRI Wiranegara
University who were in the 7th semester of their program. This
research served as a preparatory measure to ensure that students
were adequately equipped and prepared for the PPL. The location
for this activity is a school different from the one where the students
will perform PPL. This is mainly true since the selected school differs
from the one the student attended for high school. The content
utilised consists of functional resources specifically tailored to the
subject matter taught at the school. The curriculum employed is the
most up-to-date, specifically the self-directed learning curriculum.
The teaching materials used adhere to prior research, relying on a
needs analysis in mathematics education, utilising the Pizzaluv media.

Based on Mathematics Teacher Educator Competency Standards.
Mathematics teaches students to think critically, logically,
systematically, creatively and efficiently, developing discipline,
responsibility, self-confidence, openness and curiosity (Ahmed et al.,
2021; Choirudin et al., 2021; Darmayanti et al., 2022). Minister of
National Education regulations requires secondary school
mathematics teachers to use measurement and estimation to
understand numbers, number relationships, number systems, and
number theory (Anhar & Darmayanti, 2023; S. Sugianto et al., 2023;
Usmiyatun, Sah, et al., 2023). Mathematical reasoning, geometry,
statistics, probability, patterns, and functions Algebra, calculus,
analytical geometry, discrete mathematics Trigonometry, vectors,
matrices Teaching history and philosophy of mathematics,
Calculators, software, mathematical models, statistical models, and
visuals.

Based on the context above, research is needed to identify
student readiness as prospective professional teachers, with a
problem formulation that describes student readiness based on
educational competency criteria. The preparation of mathematics
education students at PGRI Wiranegara University, Pasuruan, based
on competency standards for microteaching educators, was only
studied in this research.

Research Method
A qualitative descriptive study describes students' readiness to
pursue microteaching courses as potential professional teachers
based on educator competency standards. Figure 1 depicts the
procedure used in this study (Usmiyatun, Mustafa, et al., 2023).

The job of a math teacher is ideal and helps many people. The
study of mathematics education prepares instructors for careers.
Teachers need skills beyond mathematics. Teachers must be skilled
at designing junior high school mathematics teaching materials,
above and equivalent, using secondary education mathematics
learning methodologies and implementing and producing in-depth
mathematics teaching materials and Islamic learning (da Silva
Santiago et al., 2023; Häkkinen, 2017; Nel, 2012; Vidyastuti et al.,
2018; Zahroh et al., 2023). Supporting skills indicators require science
and mathematics education courses. The Mathematics Education
Study Program helps students build educational professional values,
attitudes, knowledge and abilities to become mathematics teachers.
Microteaching courses are required.

Data
Research
Type

Subject

Research
collected
data

Microteaching

Figure 1. depicts the initial step utilized

Microteaching learning prepares students to become teachers
(Stavros et al., 2023; Zaidi, 2015). Practice teaching basics with
microteaching. Learning is fast and controlled. Every item is done
carefully and correctly to optimise capabilities. Students or learners
can be taught micro-teaching. Microteaching allows prospective
teachers to practice basic teaching methods in a positive, supportive,
and friendly atmosphere with their peers to develop mental
readiness, skills, and integrated performance abilities for school
(Karlsson, 2020; Otsupius, 2014; YU & HUANG, 2018). Microteaching
prepares students to teach. Teaching requires preparation to reduce
errors. The preparation of future teachers determines the quality of
education—the better the qualifications. The student's preparation
for professional teaching indicates capabilities.

Figure 1 illustrates that this study included PGRI Wiranegara
University, Pasuruan mathematics education students. 3 students
were chosen. Then, in Figure 1, you can see that the research uses
two types of data: primary data, which is data collected firsthand
from the source, such as practical observations of students'
microteaching learning activities, student teaching tool assessment
results, student competency assessment results, and interview
results. Secondary data comes from images taken during practical
learning activities and interviews by many researchers. This research
collected data through empirical observation of learning activities,
documentation of student-prepared teaching tools for learning
activities and competencies, and student interviews. The tools and
analytical methods are shown in Figure 2.

Professional teacher readiness depends on many aspects.
Teacher readiness is divided into internal elements, including
teaching interest, motivation, intellectual talent, knowledge, and
ability (Arslan, 2021; Dayal & Alpana, 2020; Harun & ..., 2015). Family,
school, and peers influence professional knowledge, as do field
experiences. Practice helps teachers prepare. You will benefit from
educational readiness with maximum capabilities to fulfil your main
tasks. Teachers must master the subject matter and physical and
mental skills (Banerjee et al., 2015; Darwish, 2015). Applicants for
teaching positions must prepare early and work effectively. This
training begins with a university seminar for prospective instructors.
Several studies have been conducted on microteaching, with
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In’am et al: MICROTEACHING: Analysis of the Readiness ... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 181-188, 2023
such as learning videos, textbooks, and teaching modules
(Darmayanti et al., 2023; Susanto et al., 2022).
Interviews

Next, the learning objectives, methods, models, and strategies
were utilised. Activities such as introduction, core, and conclusion are
included in the learning stages. Learning resources and media are
also employed. Students' evaluations of their performance. These
components are incorporated into the competency achievement
indicators for designing learning and evaluation activities.
Consequently, it is anticipated that the learning objectives of the
independent curriculum will assist students in developing the
knowledge, abilities, and attitudes necessary to become responsible
citizens.

Observatio
n

Documen
tation

Compete
ncy

Teaching
tools

Figure 2. tools and analytical methods

Materials for instruction: Various kinds of instructional materials
can be used. Reference materials and gadgets have been developed
to assist in explaining particular materials or subjects. This package
includes Student Worksheets (LKS), which include Identity, essential
competencies, markers of achieving critical competencies, and
phases of question solution; Electronic and manual teaching aids; and
electronic learning material (Dezuanni, 2014; Hasanah et al., 2022;
Wulandari et al., 2020). Teaching Materials are also supporting
materials for Teaching Modules on the Merdeka Mengajar Platform.
These modules are centred on particular learning outcomes and
objectives.

Figure 2 indicates that practical observation sheets, competency
evaluation sheets, assessment sheets for teaching tools prepared by
students for practice, and notes on all activities are employed as
research instruments. (Cholily et al., 2023) Use a three-stage research
analysis technique: Reduce and sort data by research emphasis. The
data comes from observations, documentation, and student
interviews. Attaching research results organises them by research
problem. Research results lead to conclusions. The researcher
triangulated all primary and secondary data sources.

Results and Discussion

Evaluation tool for students, independent curriculum assessment
instrument The first type of assessment is called a summative
assessment, and it is an evaluation that requires qualitative data and
is carried out regularly after meeting one or more learning objectives.
These learning outcomes are reported on report cards, which are the
findings of the summative assessment. These are the four attributes
found in the results of the summative evaluation given to the
students: 1) requires direction, 2) is sufficient, 3) is good, and 4) is
very good.

The microteaching course requires students to have finished and
taken prerequisite courses, including Strategic Learning and Teaching
Mathematics, Learning Media, and Learning Evaluation. These
courses are necessary but not required. Before preparing for teaching
simulations in microteaching systems, students are required to
attend several preparatory classes. These classes aim to ensure that
students have the fundamental abilities to conduct simulations.
To understand effective teaching strategies and procedures,
students in microteaching courses are provided with knowledge
about fundamental teaching approaches and simulations before
engaging in teaching practice. Middle school students must develop
teaching practice material appropriate for the middle school level,
specifically middle school and high school. It is a requirement that
students do not have the same material as their friends to enrich
students' experience in all mathematics subjects at the junior and
senior high school levels. Students are given the freedom to choose
the material they have mastered to enable them to be better
prepared when practising teaching.

In the second type of evaluation, formative assessment, the
extent to which students have attained their learning objectives is
evaluated through this activity. This evaluation occurs both at the
beginning of the learning process and while the learning is taking
place. Utilising the formative assessment outcomes, the description
of Competency Achievements included in the report card is
considered. To put it another way, the Merdeka Unik Curriculum
Assessment Method, used to evaluate students' learning outcomes
in the autonomous curriculum, consists of several processes that
must be completed correctly. The method of independent curricular
assessment that is presented here is one that educators need to
become familiar with.

If students make fatal mistakes during practical teaching
activities, such as being anxious, unable to speak, not being able to
master the content, or not being able to master the class, then
students are permitted to repeat the activity once. This ensures that
students can honestly communicate their capabilities fully during
practice. It has been determined, based on the analysis that has been
carried out, that:

The following are examples of assessment tools: checklists,
anecdotal notes, progress charts, and rubric lists. Observation,
performance, projects, portfolios, written tests, oral tests, and
assignments are all assessment instruments based on assessment
methodologies (Aktaş, 2013; Deng, 2019; Gadušová, 2019). The
summative assessment, quantitative data, formative assessment,
and qualitative data are the forms from which learning outcome
reports are derived. The final summative score for the material's
scope has been combined with the final summative score for the
semester to arrive at the score displayed on the report card.
Regarding the calculation of report card grades, the Education Unit is
the one that decides the weighting. The grades are compared with
the learning achievement objectives, and an asterisk is placed next to
the steps if they do not fulfil the completeness of the learning
objectives (KKM is another term for this). Regarding the description
of Competency Achievements in the report card, the purpose of
formative assessment is to take into consideration.

1. An Analysis of the Educational Resources
Students continue to use the K13 curriculum tools, including the
annual program, to evaluate the teaching tools they have produced
before engaging in microteaching practice inside the independent
curriculum. Plans for Learning Implementation (RPP) include the
following components: Identity, Core Competencies, Basic
Competencies, Indicators of achieving essential competencies, and
Semester program (there are odd or even semesters based on the
subject matter that will be taught by students in odd or even
semesters) (Fatra & Maryati, 2018; Sah et al., 2022; Utaminingsih et
al., 2023). It is well known that SMA Negeri 4 Pasuruan, which already
employs the independent learning curriculum, is the instructional
institution that serves as a venue for implementing microteaching.

The study's findings on the teaching tools that students
developed before carrying out teaching practice demonstrated that,
in general, students were able to prepare teaching tools.
Nevertheless, those created were typically used as instructional aids
in the K-13 curriculum. A single student has taken the necessary steps
to ensure that the instructional materials for the independent

The Merdeka Curriculum includes various teaching materials
teachers can utilise to accomplish the Pancasila Student Profile and
Learning Achievements (CP). These materials are referred to as the
teaching tools. Instructional materials consist of various formats,
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learning program are in order. Only 33.33 per cent of the three
students were able to achieve the outstanding category, while the
remaining pupils demonstrated that they were able to achieve the
poor class. Students' failure to bring the complete set of requested
gadgets is the root cause of those classified as capable or
economically disadvantaged. To be more specific, students are still
required to modify their devices according to the curriculum of SMA
Negeri 4 Pasuruan.

of the fundamental skills and benchmarks to be attained was also
lacking.
Despite attempting to elucidate the advantages and
establish a correlation with practical situations, it proved unfeasible
to establish the relationship. The core activities, including the
learning activities outlined in the RPP, remain unsuitable. Closure
activities encompass the completion of confirmation tasks, whereas
final assessments of pupils are exclusively conducted within core
activities. Students are not assigned any homework.

Furthermore, students are required to make the LKPD one of the
teaching resources. This includes the questions included in the LKPD,
which are not based on the topic that will be taught, and the LKPD is
not prepared based on the provisions that have been set. In
particular, there is no identity, basic competencies, signs of reaching
essential competencies, or stages of problem-solving. Nor is there
any problem-solving process. It is necessary to have LKPD as a tool to
support ongoing learning and teaching activities. LKPD also
determines whether the student's worksheet is the source of the
information being taught and whether the stages of problem-solving
are organised hierarchically according to the fundamental laws of
mathematics. The LKPD is required. Another reason is that students
cannot access textbooks when taught mathematics. Teachers are
increasingly utilising Google Classroom activities within the context
of all of their teaching and learning activities. Because students are
not teachers at the school, it is impossible to carry out learning
activities by doing the same thing in Google Classroom. Therefore,
students are required to create LKPD for their teaching activities.

Overall, the analytical results of the students' assessment of
teaching practice indicated that, on the whole, students
demonstrated proficiency in carrying out instruction practice. Within
this particular category, students' stiffness and inflexibility during
teaching sessions can be attributed to their lack of mastery of the
subject matter (Imaniah, 2019; Setyawati, 2018; Wong, 2018). They
must enhance their communication skills and engage in active
interaction with students.
Classroom proficiency is of utmost
significance for an educator, as it facilitates interactive
communication between students and their teachers. Students,
being dynamic entities, can actively engage in touch during the
learning process. Students are required to adhere to the suitable
model/method/strategy/learning approach sequentially. They
modify the learning activities described in the RPP to deviate from
the original plan (Nugraheni, 2019; Sunra, 2020; Wakimoto, 2019).
The model/method/strategy/process incorporated in the RPP is an
instructional phase that serves as the primary content for pupils.
Failure to adhere to the guidelines outlined in the RPP will result in
the learning objectives not being met as anticipated. The learning
activities are not being conducted optimally, resulting in the final
assessment of student learning outcomes falling short of
expectations. The inability to effectively engage students in learning
activities, particularly the inability to utilise time for providing
feedback through student interaction.

The students do not develop learning models or approaches
based on the syntax of the learning phases in the teaching module.
As an illustration, the game-based learning (GBL) technique does not
use the syntax that applies to the GBL learning method when it is in
its learning stages. It is essential to understand the function of
learning stages to determine which phases will be carried out while
teaching in the future by the learning model that is utilised in the
RPP/teaching module.

3. Evaluation of Skills and Abilities
Evaluating competency involves assessing educators against
established standards of competence, namely in pedagogy,
personality, social skills, and professionalism. The following are the
overall analysis results of students who possess competencies
aligned with the requirements set for educators:

In light of the findings shown above, it is still necessary for
students to understand the significance of teachers' role in teaching
and learning in the classroom. Regarding learning activities, teachers
are not the only ones who require learning equipment. These devices
are equally significant for students because they serve as objects that
receive and absorb the information presented by the instructor. In
light of this, the learning tools are also a significant factor in
determining the success of an activity involving teaching and learning
(Kokkinos, 2022; Kroeger, 2022; Thangaraju, 2023). Learning tools are
not only an indicator of achievement in each subject taught by each
instructor, but they are also a goal for teachers and students in
learning and teaching activities. Learning tools make it easier for
students to re-study the material delivered in the lesson. Ideally, the
preparation of each learning aid should consist of four primary
instruments. This ensures that the goal of applying learning is
achieved optimally, effectively, and efficiently (Hoor, 2023; Lewis,
2019; Tolliver, 2022).

a.

Proficiency in teaching methods and strategies

Pedagogical competence encompasses the capacity to instruct
effectively and direct students, efficiently handle classroom
management, proficiently utilise media and technology, skillfully
develop teaching materials based on curriculum principles, maintain
a positive perception of students, and adeptly prepare assessment
tools for student evaluation. The research revealed that only one
student attained the excellent category, while merely two pupils fell
into the low class.
Students categorised as weak or capable in pedagogical
competence still struggled to fully grasp the grammar of the
model/method/strategy/learning approach employed during the
self-reflection stage. The utilisation of scientific principles and
technological tools in acquiring mathematical knowledge.
The
research revealed that the overall data from three students indicated
a learning rate of 33.33%. Consequently, it was determined that the
steps incorporated in the model were unsuitable and required
further consideration.

2. Evaluation of Instructional Methods
The evaluation of teaching practises encompasses the aspect of
Appearance, which includes the requirement of dressing in a
professional and presentable manner, such as wearing a batik, a
blazer, or a shirt. Students continue to be observed wearing athletic
attire, including standard training trousers. This demonstrates the
necessity for pupils to acquire knowledge on the appropriateness of
clothing in the school setting. Students who are wearing loafers are
still observed wearing trainers. Some individuals choose sandals in
hues other than black. Female pupils should apply minimal makeup.
Under these circumstances, students can still readily adjust. The
preliminary exercises consist of greeting, prayer, and attendance.
During this stage, pupils frequently inquire about the identities of
their absent classmates and the reasons behind their absence.
Students often neglect this stage when presenting motivation. It was
discovered that pupils lacked enthusiasm for participation and
desired to acquire knowledge in mathematics. The communication

Acquiring knowledge about the stages that must be considered
in the model is inadequate. A solid syntax command during the
learning phase is crucial to understanding the sequential steps
involved in the learning process (Göçer, 2016; Zahroh, 2014). This
enables you to assess the effectiveness and efficiency of the model,
technique, strategy, or approach utilised in teaching the subject
matter.

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b.

Personality Competencies

percentage of students achieved an outstanding category, while a
smaller percentage obtained a suitable type, and the majority
received a poor variety.

Personality competencies encompass self-discipline, politeness,
effective communication, authoritative demeanour, sound decisionmaking skills, becoming an exemplar for others, and self-control. The
study results indicated that 67.3% of students attained the "perfect"
classification, while the rest achieved the "good" category.
Personality competency means pupils possess the necessary skills
and qualities related to their personality (von Suchodoletz, 2018; Wu,
2020).
c.

The pupils who were categorised as weak in professional
competence could not master the subject matter of mathematics.
Despite being informed about the topic that will be taught, students
persist in using their cell phones. It is crucial to prioritise the task
and attend the class. Additionally, concise explanations (textbooks)
are provided during instruction that contain incorrect concepts and
lack a logical progression of fundamental mathematical principles.
The mathematical content supplied is incongruent with the material,
elucidating instances of intricate inquiries. The volume should be
increased. The articulation of the intonation could be more distinct.
Students frequently express uncertainty by stating, "If I am not
mistaken, this is the answer," when confronted with an
unanswerable question. As an aspiring educator, you must refrain
from fostering uncertainty in students through such assertions. This
assertion stems from the fact that students have not attained a high
level of proficiency in the subject matter (Gleason & Gillern, 2018;
Kelleci, 2018; Moral, 2021). Ability in the subject matter is crucial in
teaching as any erroneous concepts conveyed to students can
perpetuate their faults in subsequent levels. Assistance will be
required for students to comprehend the content at the next
academic stage.

Social Competence

Social competence encompasses the capacity to articulate
viewpoints, adeptness in adapting and fostering harmonious
relationships, a high level of tolerance, cooperative behaviour,
openness to receiving criticism, recommendations, and others'
perspectives, and practical communication skills. The research
revealed that 54.3% of students were classified in the excellent
group, while the remainder of pupils were ranked in the superb
category. Students who exhibit social competence demonstrate
their ability to navigate social interactions effectively (Feng, 2020;
Waller, 1996).
d.

Professional Competency

Professional competency encompasses a thorough command of
mathematical concepts, a broad understanding of scientific
principles, applying mathematics to real-world situations, and staying
up-to-date with scientific advancements. Additionally, a high

The following documentation of the microteaching activities that
have been carried out can be seen in Figure 3.

Figure 3. Documentation of the microteaching activities

AMCA Journal of Education and Behavioral Change, 1(1), 22–
25.
Aktaş, G. S. (2013). Teacher competencies according to peer
evaluations in micro-teaching applications. International
Journal
of
Social
Sciences and
Education
….
https://dergipark.org.tr/en/pub/ijsser/issue/30374/329880
Anhar, J., & Darmayanti, R. (2023). Pengaruh Kompetensi Guru
Agama Islam Terhadap Implementasi Manajemen Sumber
Daya Manusia Di Madrasah Tsanawiyah. Assyfa Journal of
Islamic Studies, 1(1), 13–23.
Arslan, A. (2021). Pre-service Teachers’ Journey of “Teaching”
through Micro-Teaching: A Mixed Design Research. Egitim ve
Bilim.
https://www.researchgate.net/profile/AytenArslan/publication/350212403_Preservice_Teachers’_Journey_of_Teaching_through_MicroTeaching_A_Mixed_Design_Research/links/614db355a3df59
440ba95186/Pre-service-Teachers-Journey-of-Teachingthrough-Micro-Teaching-A-Mixed-Design-Research.pdf

Conclusion
The research findings and subsequent debate have concluded
that students require additional support and training in order to meet
the educational competency standards necessary for becoming
qualified teacher candidates.
The prerequisites encompass
educational, personality, social, and professional aptitudes.
Thus,
it is anticipated that this exercise will be a significant asset for
students to enhance their proficiency in PPL, enabling it to operate
as an evaluative instrument for individual students.

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