KONTRIBUSI PEMBELAJARAN MICRO TEACHING TERHADAP PELAKSANAAN PPL MAHASISWA PROGRAM STUDI PENDIDIKAN TEKNIK BANGUNAN FAKULTAS PENDIDIKAN TEKNOLOGI DAN KEJURUANUNIVERSITAS PENDIDIKAN INDONESIA - Julian Pranata, - (2019)
Kontribusi pembelajaran Microteaching terhadap pelaksanaan PPL, (1) Apakah ada hubungan hasil belajar mata kuliah Microteaching terhadap kesiapan Mahasiswa Jurusan Pendidikan Teknik Bangunan FPTK UPI melaksanakan PPL, dan (2) Bagaimana kontribusi mata kuliah microteaching terhadap pelaksanaan PPL mahasiswa pendidikan Teknik Bangunan FPTK UPI. Penelitian ini adalah penelitian deskriptif dengan pendekatan kuantitatif. Data dikumpulkan dengan penyebaran instrumen dalam berbentuk angket. Subjek penelitian ini adalah mahasiswa Pendidikan Teknik Bangunan Fakultas pendidikan Teknologi dan Kejuruan Universitas Pendidikan Indonesia yang telah mengikuti pembelajaran microteaching dan telah lulus PPL. Hasil penelitian dapat disimpulkan bahwa penelitian ini menerima Hipotesis Alternatif (Ha), maka hipotesis penelitian kontribusi yang positif dan signifikan dari Kontribusi pembelajaran microteaching terhadap pelaksanaan PPL mahasiswa Program Studi Pendidikan Teknik Bangunan FPTK UPI dapat diterima dengan nilai korelasi tedapat pada kategori cukup kuat. Hal ini ditunjukkan dengan peroleh thitung = 4,300 > ttabel = 1,658. Hal ini berarti pembelajaran microteaching sangat berkontribusi terhadap pelaksanaan PPL mahasiswa Prodi pendidikan Teknik Bangunan FPTK UPI;---The contribution of Microteaching learning to the implementation of PPL, (1) Is there a relationship between the learning outcomes of Microteaching subjects to the readiness of the Building Engineering Education Students of FPTK UPI to implement PPL, and (2) What is the contribution of microteaching subjects to the implementation of PPL Building Engineering students in FPTK UPI. This research is a descriptive study with a quantitative approach. Data was collected by distributing instruments in the form of questionnaires. The subjects of this study were students of Building Engineering Education, Faculty of Technology and Vocational Education, University of Indonesia who had taken microteaching and had passed the PPL. The results of the study can be concluded that this study accepts the Alternative Hypothesis (Ha), then the research hypothesis contributes positively and significantly from the contribution of microteaching learning to the implementation of PPL Building Engineering Education Study Program students FPTK UPI can be accepted with a strong correlation value. This is indicated by obtaining tcount = 4.300> t table = 1.658. This means that microteaching learning greatly contributes to the implementation of PPL in Building Engineering Education Study Program students at FPTK UPI.