Differentiation of Irrationality of Economics Teachers

Abstract

In carrying out their profession, economics teachers cannot escape from economic attitudes and behavior, which are present in their lives every day. Even though they have adequate mastery of economic knowledge, according to the field of study they teach, economics teachers are still often trapped in irrational attitudes and behavior, which are not in accordance with the basic principles of economics. This research aims to explain the irrational attitudes and behavior of Economics Teachers, differentiated based on the level of (1) professional capability, (2) appreciation of educational conditions, (3) subjective well-being, (4) appreciation of economic conditions and (5) commitment to emulate. The explanatory study was carried out using a deductive approach through quantitative methods. The research subjects were 264 secondary education economics teachers spread across the East Java region. Data collection was carried out using questionnaires and tests and the data collected was analyzed using variance analysis. The analysis process was carried out with the help of the statistical application program SPSS for iOS ver. 26. The research results prove that there are significant differences in the irrational behavior of economics teachers based on the level of professional capability, appreciation of educational conditions, subjective well-being, appreciation of economic conditions and commitment to emulate. From the results of this research, it was found that the higher the level of the differentiating variable, the higher the intensity of economics teachers' irrational behavior. By knowing the mapping of teachers' economic irrationality and its differential factors, teacher development programs can be formulated more contextually. As is known, the substance and learning materials for economic education at the secondary education level in Indonesia today are theoretical and less contextual.