KIKI PRISKA CAHYANI, . (2026) PENGARUH PENGALAMAN PRAKTIK KETERAMPILAN MENGAJAR (PKM) DAN MOTIVASI MENJADI GURU TERHADAP KESIAPAN MENJADI GURU (STUDI PADA MAHASISWA S1 PENDIDIKAN DI FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS NEGERI JAKARTA). Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini mengkaji pengaruh pengalaman Praktik Keterampilan Mengajar (PKM) dan motivasi menjadi guru terhadap kesiapan memasuki profesi guru. Responden penelitian adalah 185 mahasiswa S1 Pendidikan di Fakultas Ekonomi dan Bisnis, Universitas Negeri Jakarta. Data dikumpulkan melalui kuesioner dan dianalisis menggunakan statistik deskriptif, pengujian instrumen, uji asumsi klasik, regresi linier berganda, uji t, uji F, dan koefisien determinasi. Semua item kuesioner valid dan ketiga konstruk menunjukkan reliabilitas yang tinggi. Pengalaman PKM memiliki pengaruh positif dan signifikan terhadap kesiapan guru (B = 0,299; t = 3,249; p = 0,001). Motivasi menjadi guru juga memiliki pengaruh positif dan signifikan (B = 0,659; t = 8,105; p < 0,001). Secara simultan, kedua prediktor tersebut secara signifikan mempengaruhi kesiapan guru (F = 283,582; p < 0,001) dan menjelaskan 75,7% variansnya. Motivasi menunjukkan koefisien regresi yang lebih besar, tetapi pengalaman mengajar praktis tetap menjadi sumber penting dalam persiapan profesional. Program pendidikan guru harus mengintegrasikan persiapan pra-praktikum yang terstruktur, pengajaran yang dibimbing, refleksi sistematis, dan pengembangan motivasi karir untuk memperkuat kesiapan lulusan. **** This study examines the effects of Teaching Skills Practice (Praktik Keterampilan Mengajar—PKM) experience and motivation to become a teacher on readiness to enter the teaching profession. The respondents were 185 bachelor of education students at the Faculty of Economics and Business, Universitas Negeri Jakarta. Data were collected through questionnaires and analyzed using descriptive statistics, instrument testing, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination. All questionnaire items were valid and the three constructs demonstrated high reliability. PKM experience has a positive and significant effect on teacher readiness (B = 0.299; t = 3.249; p = 0.001). Motivation to become a teacher also has a positive and significant effect (B = 0.659; t = 8.105; p < 0.001). Simultaneously, both predictors significantly affect teacher readiness (F = 283.582; p < 0.001) and explain 75.7% of its variance. Motivation shows the larger regression coefficient, but practical teaching experience remains a significant source of professional preparation. Teacher-education programs should integrate structured pre-practicum preparation, mentored teaching, systematic reflection, and career-motivation development to strengthen graduates’ readiness.
| Item Type: | Thesis (Sarjana) |
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| Additional Information: | 1). Ati Sumiati. S.Pd., M.M.; 2). Dwi Kismayanti Respati, S.Pd., M.Ak. |
| Subjects: | Pendidikan > Evaluasi Pendidikan Ilmu Sosial > Industri, Buruh, Produksi > Pendidikan Ekonomi Pendidikan > Kualifikasi dan Profesionalitas Guru |
| Divisions: | FE > S1 Pendidikan Ekonomi |
| Depositing User: | Kiki Priska Cahyani . |
| Date Deposited: | 24 Aug 2026 01:53 |
| Last Modified: | 24 Aug 2026 01:53 |
| URI: | http://repository.unj.ac.id/id/eprint/72923 |
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