Pengaruh Praktik Mengajar Dan Persepsi Profesi Guru Terhadap Kesiapan Menjadi Guru: Teacher Interest Sebagai Variabel Mediasi (Studi pada Mahasiswa Pendidikan Ekonomi Universitas Negeri Surabaya)

The Influence of Teaching Practices and Teacher Professional Perception on Readiness to Become a Teacher: Teacher Interest as a Mediation Variable (A Study of Economic Education Students of State University of Surabaya)

Penelitian ini dilatarbelakangi oleh data pra-penelitian yang menunjukkan bahwa sebagian besar Mahasiswa Pendidikan Ekonomi ragu terhadap profesi guru karena kesiapan yang kurang matang dan rendahnya minat mahasiswa terhadap profesi keguruan setelah menamatkan jenjang pendidikan sarjana. Adapun tujuan dari penelitian ini yakni untuk mengetahui pengaruh langsung praktik mengajar, persepsi profesi guru, dan teacher interest terhadap kesiapan menjadi guru mahasiswa Pendidikan Ekonomi FEB UNESA secara parsial, kemudian pengaruh langsung praktik mengajar dan persepsi profesi terhadap teacher interest mahasiswa Pendidikan Ekonomi FEB UNESA, serta pengaruh praktik mengajar dan persepsi profesi guru terhadap kesiapan menjadi guru mahasiswa Pendidikan Ekonomi FEB UNESA melalui teacher interest. Penelitian ini merupakan explanatory reseacrh dengan Metode yang digunakan yaitu pendekatan kuantitatif. Populasi dan sampel penelitian yaitu mahasiswa Pendidikan Ekonomi FEB UNESA Angkatan 2020-2021. Data dalam penelitian dikumpulkan melalui kuesioner yang disebarkan secara online dan dianalisis menggunakan  SEM-PLS dengan software WarpPLS 7.0. Hasil dari penelitian ini yakni secara parsial praktik mengajar dan persepsi profesi guru berpengaruh positif dan signifikan terhadap kesiapan menjadi guru, teacher interest tidak berpengaruh signifikan terhadap kesiapan menjadi guru, praktik mengajar dan persepsi profesi guru berpengaruh positif dan sangat signifikan terhadap teacher interest, kemudian praktik mengajar dan persepsi profesi guru tidak berpengaruh terhadap kesiapan menjadi guru melalui teacher interest. 

This study is grounded in preliminary data indicating that the majority of Economics Education students harbor doubts about pursuing a teaching career, primarily due to insufficient preparation and a lack of interest in the teaching profession following the completion of their undergraduate studies. The purpose of this study is to determine the direct effect of teaching practices, perceptions of the teaching profession, and teacher interest on the readiness to become a teacher of Economics Education students, FEB UNESA partially, then the direct effect of teaching practices and professional perceptions on teacher interest of Economics Education students, FEB UNESA, and the effect of teaching practices and perceptions of the teaching profession on the readiness to become a teacher of Economics Education students, FEB UNESA through teacher interest. This study is an explanatory study with a quantitative approach. The population and sample of the study were Economics Education students, FEB UNESA, Class of 2020-2021. Data in the study were collected through questionnaires distributed online and analyzed using SEM-PLS with WarpPLS 7.0 software. The results of this study are that partially teaching practices and perceptions of the teaching profession have a positive and significant effect on readiness to become a teacher, teacher interest does not have a significant effect on readiness to become a teacher, teaching practices and perceptions of the teaching profession have a positive and very significant effect on teacher interest, then teaching practices and perceptions of the teaching profession do not have an effect on readiness to become a teacher through teacher interest.