PENGARUH SELF EFFICACY, PERSEPSI PROFESI GURU DAN LINGKUNGAN KELUARGA TERHADAP MINAT MENJADI GURU PADA MAHASISWA PROGRAM STUDI PENDIDIKAN AKUNTANSI FPEB UPI

• Main Author: Lia Rizkia, - (Author)
• Format: Book
• Published: 2023-04-12.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk mengetahui pengaruh self efficacy, persepsi profesi guru dan lingkungan keluarga terhadap minat menjadi guru pada mahasiswa Program Studi Pendidikan Akuntansi Universitas Pendidikan Indonesia, serta mengetahui bagaimana perbedaan minat menjadi guru mahasiswa Pendidikan Akuntansi dilihat dari latar belakang keluarga. Teori yang digunakan adalah Theory of Planned Behavior (TPB). Penelitian ini dirancang dengan menggunakan studi deskriptif verifikatif melalui pendekatan kuantitatif. Teknik pengumpulan data berupa angket kuesioner. Teknik pengambilan sampel dengan stratified random sampling dengan sampel sebanyak 125 orang. Teknik analisis data dengan menggunakan analisis regresi multipel dan memperoleh hasil Y = -3,316 + 0,550X_1+ 0,116X_2 + 0,235X_3 + e yang berarti bahwa self efficacy, persepsi profesi guru dan lingkungan keluarga berpengaruh positif terhadap minat menjadi guru. Uji F menunjukkan bahwa nilai F_hitung (39,190) > F_tabel (2,68) yang artinya regresi berarti dan dapat digunakan untuk menyimpulkan penelitian. Berdasarkan hasil perhitungan uji t, variabel self efficacy diperoleh t_hitung (6,880) > t_tabel (1,65744) dan nilai Sig. (0,000) < (0,05) artinya self efficacy berpengaruh positif terhadap minat menjadi guru. Variabel persepsi profesi guru diperoleh t_hitung (1,948) > t_tabel (1,65744) dan nilai Sig. (0,045) < (0,05) artinya persepsi profesi guru berpengaruh positif terhadap minat menjadi guru. Variabel lingkungan keluarga diperoleh t_hitung (3,047) > t_tabel (1,65744) dan nilai Sig. (0,003) < (0,05) artinya lingkungan keluarga berpengaruh positif terhadap minat menjadi guru. Uji independent sample t-test menunjukan bahwa nilai Sig. (2-tailed) sebesar (0,503) > (0,05) dan nilai t_hitung sebesar 0,672 < t_tabel 1,979. Artinya tidak terdapat perbedaan rata-rata minat menjadi guru pada mahasiswa berlatar belakang keluarga guru dengan non guru. This research examines the influence of self-efficacy, perceptions of the teaching profession and family environment on the interest in becoming a teacher on students of Accounting Education Program, Indonesian University of Education and to find out how is the differences on interest in becoming a teacher of Accounting Education students are seen from family backgrounds. The theory used is Theory of Planned Behavior (TPB). This research was designed using a descriptive verification study through a quantitative approach. The data collection technique is in the form of a questionnaire. The sampling technique was stratified random sampling with a sample of 125 people. The data analysis technique used multiple regression analysis and obtained the results Y = -3,316 + 0,550X_1+ 0,116X_2 + 0,235X_3 + e which means that self-efficacy, perceptions of the teaching profession and family environment have a positive effect on interest in becoming a teacher. The F test shows that the value of F_statistic(39.190) > F_table (2.68) confirms that the regression value can be used to conclude the research. Based on the calculation of the t-test, the self efficacy variable has t_statistic (6.880) > t_table (1.65744) and the value of Sig. (0.000) < (0.05), the variable perception of the teaching profession has t_statistic (1.948) > t_table (1.65744) and the value of Sig. (0.045) < (0.05), the family environment variable has t_statistic (3.047) > t_table (1.65744) and the value of Sig. (0.003) < (0.05), all of the above suggest that each variable positively influences the student's interest to become a teacher. The independent sample t-test shows that the Sig. (2-tailed) is (0.503) > (0.05) and the t_statistic value is (0.672) < t_table (1.979). This means that there is no difference in the average on interest in becoming a teacher for students from teacher and non-teacher family backgrounds.

Item Description

http://repository.upi.edu/90379/1/S_PEA_1904479_Title.pdf
http://repository.upi.edu/90379/2/S_PEA_1904479_Chapter%201.pdf
http://repository.upi.edu/90379/6/S_PEA_1904479_Chapter%202.pdf
http://repository.upi.edu/90379/3/S_PEA_1904479_Chapter%203.pdf
http://repository.upi.edu/90379/4/S_PEA_1904479_Chapter%204.pdf
http://repository.upi.edu/90379/7/S_PEA_1904479_Chapter%205.pdf
http://repository.upi.edu/90379/5/S_PEA_1904479_Appendix.pdf