Preservice teachers often face challenges in designing instructional plans that are coherent, goal-oriented, and
adaptable to diverse student needs. Although various instructional design models exist, their practical use
remains limited. This study explores the application of the REAL (Review, Elaborate, Apply, Lead-up) model
and Universitas Swadaya Gunung Jati. Using a qualitative approach, data were collected through questionnaires
and unstructured interviews. Results show that the REAL model supports systematic and practical instructional
design, with a satisfaction score of 2.70 indicating positive responses. Interviews further reveal increased
confidence and clarity among preservice teachers. This model is recommended for use as a practical framework
in the design of teaching instruction and is suggested for further evaluation to enhance its scalability and impact
across different educational contexts.
Keywords: Educational Evaluation, Instructional Design, Model REAL, Preservice Teacher, Satisfaction.