Persepsi dan Motivasi Mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) Tentang Profesi Guru

PERSEPSI DAN MOTIVASI MAHASISWA PENDIDIKAN GURU SEKOLAH DASAR (PGSD) TENTANG PROFESI GURU

Dyah Indraswati* -  Universitas Mataram, Indonesia
Prihma Sinta Utami -  Universitas Muhammadiyah Ponorogo, Indonesia
Nursaptini . -  Universitas Mataram, Indonesia
Deni Sutisna -  Universitas Mataram, Indonesia
Setiani novitasari -  , Indonesia

DOI : 10.24269/dpp.v8i3.2830

This study describes the perceptions and motivations students of Department of Primary Education concerning about the teaching profession along with the knowledge and experience they gained in college. The implications of the results of this study can provide a spectrum going forward so that Department of Primary Education study program managers can sustainably develop teacher professional programs to strengthen the identity of students as teacher candidates. This type of research is qualitative descriptive. The method used in this study is a survey method using an open questionnaire. The subjects of this study were 36 students of Department of Primary Education, Teacher Training and Education Faculty, Mataram University in the afternoon 7b class. The results showed all respondents stated that this profession is a noble profession, but they can switch to other jobs if income is more adequate. 83.33% of respondents said they were ready to become teachers while 16.67% said they were not ready to go into the field independently.

Keywords
Perception, Teacher Profession, Student Motivation
  1. Ardiansyah, L., Handoyo, S. S., & Neolaka, A. (2012). Persepsi Mahasiswa Terhadap Profesi Guru ( Studi Penelitian Pada Mahasiswa Program Studi S1 Pendidikan Teknik Bangunan Universitas Negeri Jakarta ). Jurnal PenSil Jurusan Teknik Sipil FT UNJ, 1 nO 2, 95–102.
  2. Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers and Education, 39(4), 395–414. https://doi.org/10.1016/S0360-1315(02)00075-1.
  3. Beijaard, D. (2006). practice Teachers ’ Prior Experiences and Teachers ’ Prior Experiences and Actual Perceptions of Professional Identity. Teachers and Teaching: Theory and Practice, 1 No. 2(March 2014), 37–41.
  4. Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163–178. https://doi.org/10.1080/02619768.2011.643395.
  5. Kidd, L., Brown, N., & Fitzallen, N. (2015). Beginning teachers’ perception of their induction into the teaching profession. Australian Journal of Teacher Education, 40(3), 140–159. https://doi.org/10.14221/ajte.2014v40n3.10.
  6. Knobloch, N., & Whittington, M. S. (2011). Novice Teachers’ Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy. Journal of Vocational Education Research, 27(3), 331–341. https://doi.org/10.5328/jver27.3.331.
  7. Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18. https://doi.org/10.1080/02619760903457735.
  8. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038. https://doi.org/10.1016/j.tate.2011.04.001.
  9. Sutisna, D., Indraswati, D., & Sobri, M. (2019). Keteladanan Guru sebagai Sarana Penerapan Pendidikan Karakter Siswa. (September), 29–33. https://doi.org/http://dx.doi.org/10.26737/jpdi.v4i2.1236.
  10. Yates, S. M. (2007). Teachers’ perceptions of their professional learning activities. International Education Journal, 8(2), 213–221.

Full Text:
Article Info
Submitted: 2020-07-10
Published: 2020-07-25
Section: Artikel
Article Statistics: