Kesiapan Mahasiswa UPI Guru Akuntansi: Tinjauan Pengalaman Mengajar, Generic Skill, Locus of Control

Sofi Siti Sofiah, Meta Arief, Heraeni Tanuatmodjo

Abstract


This study examines the influence of teaching experience, generic skills, and locus of control on students’ readiness to become teachers. Using a quantitative approach with descriptive and confirmatory methods, the study employed multiple linear regression analysis through IBM SPSS. Primary data were collected via questionnaires distributed to 114 Accounting Education students from the 2020 and 2021 cohorts using a saturated sampling technique. The findings reveal that teaching experience, generic skills, and locus of control significantly affect students’ readiness to become teachers, both simultaneously and in partial ways, as confirmed by F-tests and t-tests. The results indicate that these three variables are key determinants of students’ readiness levels. Data validity and reliability were supported by Pearson correlation and Cronbach’s alpha tests. The study highlights the importance of strengthening teaching experience, generic competencies, and self-control during undergraduate education to enhance students’ preparedness for the teaching profession. The novelty of this research lies in the simultaneous examination of these three variables among Accounting Education students through direct questionnaire-based measurement.

Keywords


Pengalaman Mengajar; Generic Skill; Locus of Control; Kesiapan Menjadi Guru.

Full Text:

PDF

References


Aayn, S. L., & Listiadi, A. (2022). Pengaruh pengenalan lapangan persekolahan, persepsi profesi guru dan efikasi diri terhadap kesiapan menjadi guru. Jurnal Studi Guru dan Pembelajaran, 5(1).

Astin, A. W. (1999). Student involvement theory: A development theory for higher education. Journal of College Student Development, 40, 518–529.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.

Ingersoll, R. M., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? (CPRE Research Report No. RR-82). Consortium for Policy Research in Education.

Jackson, D. (2013). The contribution of work-integrated learning to undergraduate employability skill outcomes. Asia-Pacific Journal of Cooperative Education, 14(2), 99–115.

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129.

Knight, P. T., & Yorke, M. (2004). Learning, curriculum and employability in higher education. RoutledgeFalmer.

Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106.

Mulyani, H., Purnamasari, I., & Rahmawati, F. (2019). Analisis kesiapan mengajar program pengalaman lapangan mahasiswa pendidikan akuntansi melalui pembelajaran mikro. Jurnal Pendidikan Akuntansi & Keuangan, 7(2), 147–156.

Ni’mah, F. U., & Oktarina, N. (2014). Pengaruh minat profesi guru, locus of control internal, peran guru pamong dan prestasi belajar terhadap kesiapan mahasiswa menjadi guru pada Jurusan Pendidikan Ekonomi Fakultas Ekonomi Universitas Negeri Semarang. Economic Education Analysis Journal, 3(2).

Ronfeldt, M., & Reininger, M. (2012). More or better student teaching? Teaching and Teacher Education, 28(8), 1091–1106.

Roofiq, M., Ratumbuysang, M. F. N. G., Hasanah, M., & Nor, B. (2024). Pengaruh soft skill terhadap kesiapan menjadi guru pada mahasiswa Program Studi Pendidikan Ekonomi FKIP ULM. Jurnal Pendidikan Ekonomi (JUPE), 12(1).

Smith, K., & Lev-Ari, L. (2005). The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education, 33(3), 289–302.

Sopian, A. (2016). Tugas, peran, dan fungsi guru dalam pendidikan. Raudhah Proud to Be Professionals: Jurnal Tarbiyah Islamiyah, 1(1), 88–97.

Sugihartono. (2012). Psikologi pendidikan. UNY Press.

Tomlinson, M. (2017). Forms of graduate capital and their relationship to graduate employability. Education + Training, 59(4), 338–352.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

Wafa, M. A., & Kusmuriyanto. (2020). Peran praktik pengalaman lapangan dalam memediasi pengaruh self-efficacy dan penguasaan MKDK terhadap kesiapan menjadi guru. Economic Education Analysis Journal, 9(2), 584–600.

Yorke, M. (2006). Employability in higher education: What it is—What it is not (Learning & Employability Series 1). Higher Education Academy.

Yusuf, A. (2014). Analisis kebutuhan pendidikan. Jurnal Penelitian Pendidikan, 31, 77–84.

Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.


Refbacks

  • There are currently no refbacks.


Kantor Program Studi Pendidikan Akuntansi

Gedung FPEB A Lantai 5, Universitas Pendidikan Indonesia

Jl. Dr. Setiabudhi No 229 Bandung, 40154

Telpon. 022-2002126. Fax. 022-2002126.