PENGARUH SELF EFFICACY, SELF ESTEEM, DAN PENGENALAN LAPANGAN PERSEKOLAHAN (PLP) TERHADAP KESIAPAN MENJADI GURU PADA MAHASISWA PRODI PENDIDIKAN BISNIS ANGKATAN 2020 UNESA

THE EFFECT OF SELF EFFICACY, SELF ESTEEM, AND SCHOOL FIELD INTRODUCTION (PLP) ON TEACHER READINESS IN STUDENTS OF THE 2020 UNESA BUSINESS EDUCATION STUDY PROGRAM

Tujuan penelitian ini untuk mengetahui pengaruh self efficacy, self esteem, dan Pengenalan Lapangan Persekolahan  (PLP) terhadap kesiapan menjadi guru pada mahasiswa program studi Pendidikan Bisnis Universitas Negeri Surabaya angkatan 2020. Populasi sasaran pada penelitian ini yaitu mahasiswa program studi Pendidikan Bisnis di Universitas Negeri Surabaya angkatan 2020 yang berjumlah 62 orang, dengan teknik sampling jenuh. Teknik pengumpulan data dilakukan melalui penyebaran kuesioner. Peneliti menggunakan metode analisis linear berganda. Hasil penelitian menunjukkan bahwa self efficacy berpengaruh secara positif dan signifikan terhadap kesiapan menjadi guru, self esteem juga memiliki pengaruh secara positif dan signifikan terhadap kesiapan menjadi guru, pengenalan lapangan persekolahan (PLP) juga berpengaruh secara positif dan signifikan terhadap kesiapan menjadi guru, dan secara simultan adanya pengaruh signifikan antara self efficacy, self esteem, dan pengenalan lapangan persekolahan (PLP) terhadap kesiapan menjadi guru.

The purpose of this study is to determine the influence of self efficacy, self esteem, and Introduction to the School Field (PLP) on the readiness to become a teacher in students of the Business Education study program of the State University of Surabaya class of 2020. The target population in this study is 62 students of the Business Education study program at the State University of Surabaya class of 2020, with a saturated sampling technique. The data collection technique was carried out through the distribution of questionnaires. The researcher used the multiple linear analysis method. The results showed that self-efficacy had a positive and significant effect on teacher readiness, self-esteem also had a positive and significant influence on teacher readiness, school field introduction (PLP) also had a positive and significant effect on teacher readiness, and simultaneously there was a significant influence between self-efficacy, self-esteem, and the introduction of the school field (PLP) to the readiness to become a teacher.