Field Practice Studies, Self-Efficacy, and Pedagogic Competence Effect on Interest in Teaching Profession to Candidates for Undergraduate Informatics Education at Universitas Negeri Malang

Abstract

The background problem in this research is that the 2015 Informatics Engineering Study Program students have low interest in the teaching profession. This study aims to: (1) describe the Field Practice Study, self-efficacy, pedagogic competence, and interest in being a teacher; (2) revealing the partial effect of Field Practice Study, self-efficacy, and pedagogic competence on interest in becoming a teacher in undergraduate students of Informatics Engineering Education Faculty of Engineering, State University of Malang; (3) revealing the simultaneous influence of Field Practice Studies, self-efficacy, and pedagogic competence on interest in teaching profession in undergraduate students of Informatics Engineering Education, State University of Malang. The research method used is ex post facto with a descriptive correlational research design. In this study, there are three independent variables, namely Field Practice Studies (X1), self-efficacy (X2), and pedagogic competence (X3) and one dependent variable, namely interest in teaching profession (Y). The population and sample in this study were undergraduate students of Informatics Engineering Education class of 2015 who had carried out Field Practical Studies (KPL) activities, totaling 80 students. The data collection technique in this study used a questionnaire/questionnaire. The results showed: (1) the level of KPL, pedagogic competence, and interest in being a teacher were in the high category while self-efficacy was in the medium category; (2) there’s positive and significant effect between the KPL on interest in becoming a teacher, with a tcount of 2.152 and a significance value of 0.03; (3) there’s positive and significant effect between self-efficacy on interest in becoming a teacher, with a tcount value of 2.053 and a significance value of 0.04; (4) there’s positive and significant effect between pedagogic competence on interest in becoming a teacher, with a tcount of 2,314 and a significance value of 0.02; (5) There’s positive and significant effect between the Field Practice Study, self-efficacy, and pedagogic competence on interest in becoming a teacher, with an Fcount of 7.606 and a significance value of 0.000. The amount of the Effective Contribution (EC) of the three independent variables is 23.1 percent