PENGARUH PERSEPSI PROFESI GURU DAN LINGKUNGAN KELUARGA TERHADAP MINAT MAHASISWA MENJADI GURU DENGAN SELF EFFICACY SEBAGAI  VARIABEL INTERVENING

Saniyatul Hidayah; Ruri Nurul Aeni Wulandari

doi:10.33578/10.33578/pjr.v6i4.8815

Authors

Saniyatul Hidayah Universitas Negeri Surabaya, Surabaya, Indonesia Author
Ruri Nurul Aeni Wulandari Universitas Negeri Surabaya, Surabaya, Indonesia Author

DOI:

https://doi.org/10.33578/10.33578/pjr.v6i4.8815

Keywords:

perception of the teaching profession, family environment, self-efficacy, students’ interest

Abstract

Interest on the teaching profession is the beginning of someone’s interest to become a teacher. The research in this article is designed to measure the impact of perceptions of the teaching profession, family environment, and self-efficacy on the students’ interest to become a teacher, perceptions of the profession and family environment on self-efficacy, and the perceptions of the teaching profession and family environment on the students’ interest to become a teacher through self-efficacy. The research was conducted on 158 students in the year of 2017 and 2018 at the Administration Education Study Program of Universitas Negeri Surabaya. The research uses a quantitative method, with survey techniques. Data collection techniques using questionnaires and analyzed by path analysis. The conclusion showed that the perception of the teaching profession with a P-Value was 0.088, family environment with a P-Value was 0.000, and self-efficacy toward the students’ interest in becoming a teacher with a P-Value was 0.000. Perceptions of the profession and family environment to self-efficacy with a P-Value were 0.000 and 0.004. Perceptions of the teaching
profession and family environment to students’ interest in becoming a teacher through self-efficacy with a P-Value were 0.003 and 0.011. Hence, it could be concluded that H1 was rejected and H2, H3, H4, H5, H6, and H7 were accepted in this research.

Views: 464Downloads: 301

References

Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314–324. https://doi.org/10.1002/hbe2.195

Amalia, N. N., & Pramusinto, H. (2020). Pengaruh persepsi, efikasi diri, dan lingkungan keluarga terhadap minat menjadi guru. Business and Accounting Education Journal, 1(1), 84–94.

Chesnut, S. R., & Cullen, T. A. (2014). Effects of self-efficacy, emotional intelligence, and perceptions of future work environment on preservice teacher commitment. Teacher Educator, 49(2), 116–132. https://doi.org/10.1080/08878730.2014.887168

Desti Wahyuni, R. S. (2017). Pengaruh persepsi profesi guru, lingkungan keluarga, dan efikasi diri terhadap minat menjadi guru. Economic Education Analysis Journal, 6(3), 669–683.

Hertanto, E. (2017). Perbedaan skala Likert lima dengan modifikasi skala Likert empat skala. Metodologi Penelitian, (September), 2–3. Retrieved from https://www.academia.edu

Hikmah, R. K. (2017). Peran persepsi kesejahteraan guru dalam memoderasi hubungan persepsi tentang profesi guru dan lingkungan keluarga terhadap minat menjadi guru pada mahasiswa Pendidikan Akuntansi Fakultas Ekonomi Universitas Negeri Semarang.

Hussein, A. S. (2015). Penelitian bisnis dan manajemen menggunakan Partial Least Squares dengan SmartPLS 3.0. Universitas Brawijaya. https://doi.org/10.1023/A:1023202519395

Jayanti, A. A. (2020). Jurusan pendidikan ekonomi Fakultas Ekonomi Universitas Negeri Semarang. Retrieved from http://lib.unnes.ac.id/17468/1/7101409069.pdf

Karyantini, D. A. (2021). Pengaruh hasil belajar micro teaching dan lingkungan keluarga terhadap minat menjadi guru akuntansi melalui efikasi diri sebagai variabel moderasi. Jurnal Pendidikan Akuntansi (JPAK), 9(2), 52–61.

Maryanti. (2017). Jurusan manajemen Fakultas Ekonomi Universitas Negeri Semarang.

Nani, E. F. (2019). Pengaruh motivasi, persepsi profesi guru, dan gender melalui self-efficacy terhadap minat menjadi guru (Skripsi).

Nani, E. F., & Melati, I. S. (2020). Peran self-efficacy dalam memediasi motivasi, persepsi profesi guru, dan gender terhadap minat menjadi guru. Economic Education Analysis Journal, 2(1), 487–502. https://doi.org/10.15294/eeaj.v9i2.39542

Nasrullah, M., Ilmawati, I., Saleh, S., Niswaty, R., & Salam, R. (2018). Minat menjadi guru pada mahasiswa Program Studi Pendidikan Administrasi Perkantoran Fakultas Ilmu Sosial Universitas Negeri Makassar. Jurnal Ad’ministrare, 5(1), 1–6.

Sallamah, N. (2020). Peran motivasi menjadi guru dalam memediasi pengaruh persepsi pendidikan profesi guru dan lingkungan keluarga terhadap minat mengikuti PPG prajabatan (Studi pada mahasiswa Pendidikan Ekonomi Universitas Negeri Semarang dan Universitas Negeri Yogyakarta). Retrieved from https://lib.unnes.ac.id/29614/1/7101413025.pdf

Sari, R., & Rusdarti. (2020). Pengaruh motivasi dan lingkungan keluarga melalui self-efficacy terhadap minat menjadi guru. Business and Accounting Education Journal, 1(2), 135–146.

Septiani, D. H., & Widiyanto. (2021). Pengaruh praktik pengalaman lapangan, lingkungan keluarga, dan kesejahteraan terhadap kesiapan menjadi guru. Economic Education Analysis Journal, 10(1), 130–144. https://doi.org/10.15294/eeaj.v10i1.44663

Setiowati, D., & Mahmud, A. (2019). Pengaruh persepsi profesi guru dan lingkungan keluarga terhadap minat menjadi guru dengan motivasi menjadi guru sebagai variabel intervening. Economic Education Analysis Journal, 3(2), 1–15.

Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif, dan tindakan.

Wentzel, K. R., Miele, D. B., Schunk, D. H., & DiBenedetto, M. K. (2016). Handbook of motivation at school. https://doi.org/10.4324/9781315773384

Yavuzalp, N., & Bahcivan, E. (2020). The online learning self-efficacy scale: Its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31–44. https://doi.org/10.17718/TOJDE.674388