PENGARUH MINAT DAN PROGRAM PENGALAMAN LAPANGAN (PPL) TERHADAP KESIAPAN MAHASISWA PENDIDIKAN TEKNIK ARSITEKTUR UPI MENJADI GURU - Dyka Rahmadhina, - (2023)
PENGARUH MINAT DAN PROGRAM PENGALAMAN LAPANGAN (PPL) TERHADAP KESIAPAN MAHASISWA PENDIDIKAN TEKNIK ARSITEKTUR UPI MENJADI GURU Oleh: Dyka Rahmadhina 1701663 ABSTRAK Penelitian ini bertujuan untuk mengetahui: 1) pengaruh minat terhadap kesiapan mahasiswa Pendidikan Teknik Arsitektur UPI menjadi guru, 2) pengaruh Program Pengalaman Lapangan (PPL) terhadap kesiapan mahasiswa Pendidikan Teknik Arsitektur UPI menjadi guru, 3) pengaruh minat dan Program Pengalaman Lapangan (PPL) terhadap kesiapan mahasiswa Pendidikan Teknik Arsitektur UPI menjadi guru.. Subjek penelitian ini adalah mahasiswa Program Studi Pendidikan Teknik Arsitektur angkatan 2017 dan 2018 sejumlah 87 orang. Penelitian ini menggunakan metode kuantitatif. Teknik pengumpulan data menggunakan kuisioner dengan skala likert 1-4 untuk memperoleh data dari masing-masing variabel. ,Uji coba instrument terdiri dari uji validitas dan uji reliabilitas. Uji ini dilakukan pada mahasiswa Pendidikan Teknik Arsitektur angkatan 2017 dan 2018 sejumlah 47 orang dengan hasil 9 butir pernyataan valid untuk angket variabel Minat menjadi Guru, 10 butir pernyataan valid untuk angket variabel Program Pengalaman Lapangan (PPL), dan 14 butir pernytaan valid untuk angket Kesiapan menjadi Guru. Uji relibialitas menunjukkan hasil yang reliabel dan berada di tingkat hubungan sangat kuat. Uji prasyarat analisis terdiri dari uji linearitas dan uji multikolinearitas. Uji hipotesis terdiri dari regresi sederhana, regresi ganda, sumbangan relative dan sumbangan efektif. Hasil penelitian: 1) Kondisi minat menjadi guru rata-rata berada dikategori sedang yaitu sejumlah 57 mahasiswa (66%). 2) Kondisi pelaksanaan Program Pengalaman Lapangan (PPL) berada dikategori cukup yaitu sejumlah 53 mahasiswa (61%). 3) Kondisi kesiapan menjadi guru berada dikategori sedang yaitu sejumlah 51 mahasiswa (56%). 3) Terdapat pengaruh positif antara Minat menjadi Guru terhadap Kesiapan menjadi Guru dengan rx1y = 0,548, r2x1y = 0,30; thitung = 6,033; ttabel = 1,987 dengan signifikansi 5%. 4) Terdapat pengaruh positif dan signifikan antara Program Pengalaman Lapangan (PPL) terhadap Kesiapan menjadi Guru dengan rx2y = 0,688, r2x2y = 0,473; thitung = 8,737; ttabel = 1,987. 5) Terdapat pengaruh positif dan signifikan antara Minat menjadi Guru dan Program Pengalaman Lapangan (PPL) terhadap Kesiapan menjadi Guru dengan ry(1,2) = 0,766, r2y(1,1) = 0,587; Fhitung = 59,677; Ftabel = 3,10. Sumbangan efektif variabel minat menjadi guru sebesar 19,6% dan variabel Program Pengalaman Lapangan (PPL) sebesar 39,1%. Sumbangan relatif variabel minat menjadi guru sebesar 33,4% dan Program Pengalaman Lapangan (PPL) sebesar 66,6%. Kata Kunci: Minat, Program Pengalaman Lapangan (PPL), Kesiapan, Guru THE EFFECTS OF INTEREST AND THE TEACHING PRACTICUM EXPERIENCE (PPL) ON THE READINESS OF UPI ARCHITECTURAL ENGINEERING EDUCATION STUDENTS TO BECOME TEACHERS By: Dyka Rahmadhina 1701663 ABSTRACT This study aims to: 1) determine the effect of interest in becoming a teacher on the readiness of UPI Architectural Engineering Education students to become teachers, 2) determine the effect of the Teaching Practicum Experience (PPL) on the readiness of UPI Architectural Engineering Education students to become teachers, 3) determine the effect of interest in becoming a teacher and Teaching Practicum Experience (PPL) on the readiness of UPI Architectural Engineering Education students to become teachers. The subjects of this research were 87 students of the Architectural Engineering Education Study Program batch 2017 and 2018. This study uses quantitative methods. The data collection technique uses a questionnaire with a Likert scale of 1-4 to obtain data from each variable. The instrument trials consisted of validity tests and reliability tests. This test was conducted on 47 students of Architectural Engineering Education class of 2017 and 2018 with the results of 9 valid statements for the Interest to Be a Teacher variable questionnaire, 10 valid statements for the Teaching Practicum Experience (PPL) variable questionnaire, and 14 valid statements for the Readiness questionnaire. become a teacher. The reliability test shows reliable results and is at a very strong relationship level. The analysis prerequisite test consists of a linearity test and a multicollinearity test. Hypothesis testing consists of simple regression, multiple regression, relative contribution and effective contribution. The results of the study: 1) The average condition of interest in becoming a teacher is in the moderate category, namely 57 students (66%). 2) The conditions for implementing the Teaching Practicum Experience (PPL) were in the sufficient category, namely 53 students (61%). 3) The readiness to become a teacher is in the moderate category, namely 51 students (56%). 3) There is a positive influence between Interest in becoming a teacher on Readiness to become a teacher with rx1y = 0.548, r2x1y = 0.30; tcount = 6.033; ttable = 1.987 with a significance of 5%. 4) There is a positive and significant influence between the Teaching Practicum Experience (PPL) on Readiness to become a teacher with rx2y = 0.688, r2x2y = 0.473; tcount = 8.737; ttable = 1.987. 5) There is a positive and significant influence between interest in becoming a teacher and the Teaching Practicum Experience (PPL) on readiness to become a teacher with ry(1,2) = 0.766, r2y(1,1) = 0.587; Fcount = 59.677; Ftable = 3.10. The effective contribution of the variable interest in becoming a teacher is 19.6% and the Teaching Practicum Experience (PPL) variable is 39.1%. The relative contribution of the variable interest in becoming a teacher is 33.4% and the Teaching Practicum Experience (PPL) is 66.6%. Keywords: Interest, Teaching Practicum Experience (PPL), Readiness, Teacher