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Pengaruh Minat Mahasiswa Pendidikan Teknik Bangunan Universitas Negeri Semarang Terhadap Kesiapan Menjadi Guru Sekolah Menengah Kejuruan

Introduction

Pengaruh minat mahasiswa pendidikan teknik bangunan universitas negeri semarang terhadap kesiapan menjadi guru sekolah menengah kejuruan. Penelitian ini menganalisis pengaruh minat mahasiswa Pendidikan Teknik Bangunan UNNES terhadap kesiapan menjadi guru SMK. Minat terbukti berpengaruh positif & signifikan.

Abstract

Minat menjadi guru dapat timbul berdasarkan respon positif diri, pengalaman dan keberadaan profesi guru dipandang dari sudut pribadi individu. Ketertarikan kepada suatu profesi dalam hal ini guru, diukur menggunakan indikator fungsi jiwa diantaranya; kognisi (pengetahuan), emosi (perasaan, dan konasi (tindakan). Berdasarkan observasi awal menunjukkan bahwa tingkat minat mahasiswa progam studi Pendidikan Teknik Bangunan belum terukur. Tujuan penelitian ini adalah untuk mengetahui pengaruh secara parsial minat terhadap kesiapan menjadi guru pada mahasiswa angkatan 2020 progam studi Pendidikan Teknik Bangunan Universitas Negeri Semarang. Metode penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional dan menggunakan hipotesis asosiatif untuk melihat hubungan antar variabel. Populasi pada penelitian ini adalah mahasiswa progam studi Pendidikan Teknik Bangunan angkatan 2020 yang berjumlah 55 mahasiswa dengan kriteria telah menempuh mata kuliah kependidikan dan sudah melaksanakan praktik mengajar. Teknik pengambilan sampel menggunakan total sampling atau sampel keseluruhan dari populasi penelitian yaitu 55 mahasiswa. Metode pengumpulan data menggunakan kuesioner dengan skala likert. Hasil penelitian menunjukkan bahwa secara parsial minat berpengaruh positif dan signifikan terhadap kesiapan menjadi guru sebesar 51,9 % dan taraf signifikansi 0,000 < 0,05.

Review

This study investigates the critical relationship between student interest and their readiness to become vocational high school teachers, specifically among students of the Building Engineering Education program at Universitas Negeri Semarang. Employing a quantitative correlational design, the research aimed to determine the partial influence of interest on readiness for a teaching career. The abstract clearly outlines the problem of unmeasured student interest and sets a focused objective to address this gap within a specific cohort. The finding that interest significantly and positively influences readiness, explaining 51.9% of the variance, provides valuable empirical insight into a crucial aspect of teacher education and workforce development in vocational fields. The methodology, utilizing a total sample of 55 students who had completed relevant coursework and teaching practice, appears sound for the stated objective and population size. The use of a Likert scale questionnaire is a standard approach for measuring attitudinal constructs. However, the abstract could benefit from slightly more detail regarding the operationalization of both "minat" (interest) and "kesiapan" (readiness). While interest is broadly linked to cognitive, emotional, and conative functions, and readiness is the dependent variable, a brief mention of key dimensions or indicators used in the questionnaire for each variable would enhance clarity and allow for a better understanding of the construct validity. Furthermore, while 51.9% variance explained is substantial, the remaining unexplained variance suggests other significant factors are at play, which could be an interesting point for future discussion or exploration. Overall, this study offers a pertinent contribution to the literature on teacher preparation, particularly within vocational education settings. The findings underscore the importance of fostering and assessing student interest throughout their educational journey, as it directly impacts their perceived readiness for the profession. This research serves as a valuable foundation for academic advisors and curriculum developers at Universitas Negeri Semarang, enabling them to better support students and potentially refine program offerings to cultivate stronger teacher candidates. For future research, it would be beneficial to delve deeper into the qualitative aspects of student interest and readiness, or to explore the additional factors that contribute to the remaining variance, thereby enriching our understanding of this complex transition into the teaching profession.

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