International Journal of Multidisciplinary Research and Literature

Vol.1, No. 1, January 2022

https://doi.org/10.53067/ijomral.v1i1

THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER

PROFESSIONAL PERCEPTIONS ON INTEREST TO BECOME
TEACHER WITH SELF-EFFICIENCY MEDIATION

Rindah Suharti1*, Unggul Purwohedi2, Dwi Kismayanti Respati3

1,2,3Universitas
Negeri Jakarta
Email: [email protected]

ABSTRACT

This study aims to determine the effect of the Field Experience Program (PPL) and the perception
of the teaching profession on the interest in becoming a teacher through self-efficacy. The
affordable population came from the students of the Educational Study Program of the Faculty of
Economics, UNJ in the 2017 and 2018 batches, which amounted to 452 students with a sample of
201 students. The PPL variable uses secondary data, namely the PPL value. Meanwhile, the
variables of professional perception, self-efficacy, and interest in being a teacher used primary
data derived from the results of the researcher's questionnaire distribution. This type of research is
quantitative with a survey method. The results of this study indicate that there is no influence
between PPL on interest in becoming a teacher, there is a positive and significant influence
between the perception of the teaching profession on interest in becoming a teacher, and the
positive and significant effect between PPL and the perception of the teaching profession on self-
efficacy. And self-efficacy mediates between the Field Experience Program (PPL) and the
perception of the teaching profession on interest in becoming a teacher.
Keywords: Field Experience Program (PPL), Teacher Professional Perception, Interest To
Becoming Teacher, and Self-Efficacy

INTRODUCTION
Every education is an instrument to strengthen national identity and national identity. The
purpose of education is to improve the lives of individuals or groups for the better. In the future,
there will be greater development of challenges and adjustments in education, education makes a
major contribution in preparing the younger generation as the nation's successor (Yulianto &
Khafid, 2016). The main problems of education in Indonesia include problems in equal distribution
of education, quality or quality of education, efficiency of education, and relevance of education
(Syofyan et al., 2020). Educational problems are closely related to the educational process, which
involves several components, namely students or students, education staff or teachers, curriculum,
learning facilities or facilities, and community education environment. (Syofyan et al., 2020).
When discussing educational issues, the component that contributes greatly in determining the
education system as a whole is the teacher. Every component in the education system is closely
related to the teacher (Yulianto & Khafid, 2016).
In a study (Khurniawan & Erda, 2019) regarding the emergency of vocational teachers in
Vocational High Schools in the areas of office management expertise, accounting and finance, as
well as business and marketing included in the expertise program that is projected to experience
teacher shortages in 2019-2024. In the field of business and management expertise, the shortage
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of teachers in the financial accounting expertise program reached 3,919 teachers, the business and
marketing expertise program was 1,377 and office management was 3,051.
The decline in the number of candidates choosing teaching as a career of choice is a
significant concern. Concerns about retaining teacher numbers are further substantiated by data on
teacher reductions. Research has identified various reasons for teacher reductions namely a) school
factors, including organizational culture, social relations, and professional support; b) working
conditions, including salary, resources and advancement; c) student factors, including learning
needs, engagement and behavior; and d) teacher factors, including professional identity,
commitment, self-efficacy and resistance to fatigue and stress (Alexander et al., 2020).
The projected shortage of teachers concludes that there will be a need for more teachers in the
future, but in reality there are few students in the education sector who have an interest in becoming
teachers. Based on the results of tracer study data from the Faculty of Economics, State University
of Jakarta in 2020 regarding the types of work carried out by students who have graduated, it shows
that only 16% of graduates who work as teachers and 84% work in companies or non-educational
institutions.

LITERATURE REVIEW
Interest is a feeling of pleasure or interest in something (AMINI, 2018). If you have a
sense of pleasure or interest, it means that someone has a high interest in something (Aini, 2018).
With interest, it will affect the actions taken, someone who has an interest will do something with
pleasure, sincerity, and earnestly Karyantini (2021), so that interest is the main key for a person in
achieving his wishes (Masrotin & Wahjudi, 2021). Interest in becoming a teacher is a sense of
pleasure or interest in the teaching profession so that you do something to achieve becoming a
teacher.
Interest is influenced by many factors, both internal and external factors. Internal factors
that influence student interest in becoming teachers are satisfaction, ideals, knowledge, and talents.
While external factors that influence student interest in becoming teachers are cultural background,
parental association, completeness of infrastructure, and perception of an object (Karyantini,
2021). Ardyani's research (2014) states that there are 7 factors that influence interest in becoming
a teacher, namely students' perceptions of the teaching profession, teacher welfare, learning
achievement, Field Experience Programs, friends, family environment, and personality.
Field Experienxe Program (PPL)
In the research of Valentin et al (2019), the factor that causes the low interest of students
to become teachers is the lack of understanding of students about the teaching profession.
Understanding a profession requires direct experience so that it will generate interest in the
profession. One of the intrinsic factors that influence interest in becoming a teacher is Experience
in the Field Experience Program (PPL). Through PPL students get other learning resources that
will make students understand more about the learning process. In increasing student interest in
becoming teachers, it is hoped that the Field Experience Program can equip students to know more
about the teaching profession (Diah, 2018).
Teacher Professional Perception
The factors a person chooses a profession are factors of motivation, perception, hope and
satisfaction (Septiara & Listiadi, 2019). Perception will affect thinking patterns, emotional
reactions, and decision making (Setiaji, 2015). In the study of Sholichah & Pahlevi (2021) it was
shown that the high perception of the teaching profession was supported by educational activities,
especially micro teaching activities and the Field Experience Program (PPL).
 Rindah Suharti, Unggul Purwohedi, Dwi Kismayanti Respati
THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER PROFESSIONAL PERCEPTIONS ON INTEREST TO
BECOME TEACHER WITH SELF-EFFICIENCY MEDIATION
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Self-Efficacy
Another factor that affects the low interest of students to become teachers is that students feel less
confident about their ability to carry out their duties as teachers. So it can be interpreted that it is
related to the low self-efficacy of students (Dewi et al., 2019). This is in line with the research by
Septiara & Listiadi (2019) which states that students who do not have an interest in becoming a
teacher are due to feeling that it is not easy to become a teacher, lack of competence, lack of self-
efficacy, and lack of mastery of the material.
In previous studies that have examined the effect of the Field Experience Program (PPL)
on interest in becoming a teacher, concluded that in the research of Sholekah et al (2021); Masrotin
& Wahjudi (2021); Syofyan et al (2020); Rahmadiyani et al (2020); Rashid (2019); Septiara &
Listiadi (2019); Simamora et al (2015); The Field Experience Program (PPL) has a positive effect
on interest in becoming a teacher. However, there are different results in the research of Pratama
et al (2015) and Alifia & Hardini (2022) who concluded that the Field Experience Program (PPL)
had no effect on interest in becoming a teacher.
In addition, research (Aini, 2018; Haryawan et al., 2019; Masrotin & Wahjudi, 2021;
Septiara & Listiadi, 2019; Sukma et al., 2020) (Alexander et al., 2020) concluded that the
perception of the teaching profession has a positive effect on of interest in becoming a teacher. but
contrary to research (Nani & Melati, 2020; Oktaviani, 2015; Wahyuni, 2017) which concluded
that the perception of the teaching profession did not have a positive effect on interest in becoming
a teacher.
Then in a previous study, Wahyuni (2017) stated that the self-efficacy variable had a high
influence on interest in becoming a teacher, so it was recommended to be a mediating variable in
testing the effect of perceptions of the teaching profession and PPL. In line with research
(Karyantini, 2021; Masrotin & Wahjudi, 2021) where there are inconsistencies in the variables
studied, the researchers added self-efficacy as a mediating variable to strengthen or weaken the
independent variable on the dependent variable. Also in research (Astarini & Mahmud, 2015; Dewi
et al., 2019; Nani & Melati, 2020) (Wolf et al., 2021b) stated that self-efficacy has a positive effect
on interest in becoming a teacher.
Later in research (Masrotin & Wahjudi, 2021; Puspitasari & Asrori, 2019; Riahmatika &
Widhiastuti, 2019) stated that the Field Experience Program had a positive effect on self-efficacy.
And research (Dewi et al., 2019; Nani & Melati, 2020) states that the perception of the teaching
profession and self-efficacy has a positive effect on interest in becoming a teacher.
Based on the background of the problem and the research gap, the researcher sees a
research gap on the influence of the Field Experience Program (PPL) and the perception of the
teaching profession on interest in becoming a teacher because there are inconsistent results in
previous studies, and the high influence of the self-efficacy variable on interest in becoming a
teacher so that recommended as a mediating variable in testing PPL and the perception of the
teaching profession on interest in becoming a teacher. Therefore, the researcher conducted a study
entitled "The Effect of Field Experience Program (PPL) and the perception of the teaching
profession on interest in becoming a teacher with self-efficacy mediation".

RESEARCH METHODS
The type of research used is quantitative with a survey method. Quantitative research is
inductive, scientific, and objective by using data in the form of numbers (scores or scores) or
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statements that are assessed and analyzed by statistical analysis, and developed using mathematical
models, theories, and hypotheses. Quantitative research aims to obtain an explanation of a theory
and the laws of reality (Hermawan, 2019). survey method is research by collecting information
about variables from a group of objects (population). Through the survey method, you can reveal
actual problems and describe them, study the relationship between two or more variables, compare
existing conditions with predetermined criteria (Salim & Haidir, 2019).
The population is the total of all objects or individuals to be studied with certain
characteristics that are clear and complete, clear, and complete (Fathurahman, 2011). The
population in this study were students of the Educational Study Program of the Faculty of
Economics, UNJ class of 2017 and 2018. While the affordable population of this study were active
students of the Educational Study Program of the Faculty of Economics, UNJ, class of 2017 and
2018 consisting of 452 students. While the sample is part of the population that is considered to
represent a population that has certain characteristics that are clear and complete by taking it using
a certain way (Fathurahman, 2011). The sample in this study consisted of 201 students. The
sampling technique in this study is proportional random sampling, This means that each population
has an equal chance of being sampled.
The perception of the teaching profession is measured by indicators of increasing social
equality, task demands, social contributions, and social status. Self-efficacy is measured by
indicators of school experience, job benefits, intrinsic value, interest in working with
children/teenagers, shaping the future. Teacher interest is measured by indicators of school
experience, job benefits, intrinsic value, interest in working with children/teenagers, shaping the
future. shape the future. Teacher interest is measured by indicators of school experience, job
benefits, intrinsic value, interest in working with children/teenagers, shaping the future. shape the
future. Teacher interest is measured by indicators of school experience, job benefits, intrinsic
value, interest in working with children/teenagers, shaping the future.

RESULTS AND DISCUSSION

1. Multiple Regression Analysis
In the regression equation, it is known that the constant value (a) is -1.138, meaning that if
the PPL value, perception of the teaching profession, and self-efficacy are 0, then the teacher's
interest is -1.138. The coefficient value (b1) is 0.128, meaning that if the PPL value is increased
by 1 point, the teacher's interest will increase by 0.128. The value of the coefficient (b2) is 0.239,
meaning that if the perception of the teaching profession is increased by 1 point, the teacher's
interest will increase by 0.239. The coefficient value (b3) is 0.951, meaning that if the self-efficacy
value is increased by 1 point, the teacher's interest has increased by 0.951. Then it was concluded
that there was a negative influence between the PPL variable and teacher interest, and there was a
positive influence between the variable perception of the teaching profession and self-efficacy on
teacher interest.

2. Data Analysis Requirements

Normality is a test of the dependent variable (Y) with the aim of knowing the normality of
a data. Normal data distribution will form a straight diagonal line and plotting the data compared
to the diagonal line (Agusti, 2020). The normality test with a significant level (α) = 5% = 0.05 was
carried out using the Kolmogorov-Smirnov test. The decision making criteria is that the data is
declared normally distributed if the significance value is > 0.05. The result of this research is the
Asymp value. Sig (2-tailed) Unstandardized Residual of 0.200 > 0.05. These results indicate that
 Rindah Suharti, Unggul Purwohedi, Dwi Kismayanti Respati
THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER PROFESSIONAL PERCEPTIONS ON INTEREST TO
BECOME TEACHER WITH SELF-EFFICIENCY MEDIATION
5

the significance level of the residual is greater than 0.05 so it can be concluded that the data used
in this study, namely the Field Experience Program (PPL) (X1), Perceptions of the teaching
profession (X2),
Linearity is a data test to see if it is true or not regarding the specifications of the model
used (Oktaviani, 2015). Linearity testing is used to determine whether the multiple regression
model is linear or not. Between variables is declared linear if the significance level on deviation
from linearity is > 0.05. The results of the linearity test for the PPL variable, perception of the
teaching profession, self-efficacy on interest in becoming a teacher each variable obtained values
of 0.989, 0.660, and 0.306. This means that there is a linear relationship between PPL, perception
of the teaching profession, self-efficacy and interest in becoming a teacher

3. Hypothesis Test
a. T Uji test
T test is a partial hypothesis test with the aim of knowing the significant effect
between the independent variables partially or each on the dependent variable (dependent).
In the partial test, compare the t count with the t table (Yuliato & Khafid, 2016).
Table 1 T . Test Results
Coefficientsa
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
1 (Constant) -1,138 12,494 -0,091 0,927
FIELD
EXPERIENCE 0,128 0,133 0,042 0,966 0,335
PROGRAM
TEACHER 0,239 0,116 0,123 2,061 0,041
PROFESSIONAL
SELF EFFICACY 0,951 0,081 0,706 11,739 0,000
a. Dependent Variable: TEACHER'S INTEREST
Source: Data processed by researchers in 2022
Based on the table above, the Field Experience Program variable (X1) has a
significant value of 0.335. In this case, tcount is in a positive position with a value of 0.966
which is smaller than ttable 1.97202, so it can be stated that the Field Experience Program
(PPL) variable has no positive and insignificant effect on the teacher interest variable. The
next variable is the perception of the teaching profession (X2), which has a significant
value of 0.041 and shows that tcount is in a positive position with a value of 2,061 which
is greater than ttable of 1,97202, which furthermore can be stated that the variable of
perception of the teaching profession has a significant positive effect on the variable of
teacher interest. Then the self-efficacy variable (Z) has a significant value of 0.000 and
shows the tcount results are in a positive position with a value of 11.
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Table 2 T . Test Results

Coefficientsa
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) -18,121 10,888 -1,664 0,098
FIELD
EXPERIENCE 0,257 0,115 0,112 2,237 0,026
1 PROGRAM
TEACHER
PROFESSIONAL 1,007 0,072 0,697 13,906 0,000
PERCEPTION
a. Dependent Variable: SELF EFFICACY
Source: Data processed by researchers in 2022
Based on the test results above, it was found that the effect of the Field Experience
Program (PPL) on self-efficacy has a significant value of 0.026 and the results of Tcount
are in a positive position with a value of 2.237 and the influence of the perception of the
teaching profession on self-efficacy has a significant value of 0.000 and the results of
Tcount are at positive position with a value of 13,906. So it can be concluded that the Field
Experience Program (PPL) has a significant positive effect on self-efficacy and the
perception of the teaching profession has a significant positive effect on self-efficacy.

b. F Uji test
Hypothesis testing uses the F test with the aim of simultaneously proving the truth
of the hypothesis. The results of the F test to determine the effect of the independent
variables together (simultaneously) on the dependent variable (Agusti, 2020).
Table 3 F . Test Results
ANOVAa
Sum of Mean
Model df F Sig.
Squares Square
Regression 11950,375 3 3983,458 119,508 ,000 b
1 Residual 6566,441 197 33,332
Total 18516,816 200
a. Dependent Variable: TEACHER'S INTEREST
b. Predictors: (Constant), SELF EFFICACY, FIELD EXPERIENCE PROGRAM,
TEACHER PROFESSIONAL PERCEPTION
Source: Data processed by researchers in 2022
Based on the tableabove, the result of Fcount is 119.508. With the test criteria
Fcount > Ftable for a significant relationship, then the results of Fcount 119.508 are greater
than Ftable, so it can be concluded that there is a significant influence between the Field
Experience Program (PPL) variables, the perception of the teaching profession and self-
efficacy on the teacher interest variable.

c. Coefficient of Determination
The coefficient of determination test is used to measure the contribution of the
independent variable to the variable (Dewi et al., 2019). The relationship of positive or
negative variables is based on the calculation of r (correlation) while to determine the
contribution of the independent variables using the determinant (Agusti, 2020).
 Rindah Suharti, Unggul Purwohedi, Dwi Kismayanti Respati
THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER PROFESSIONAL PERCEPTIONS ON INTEREST TO
BECOME TEACHER WITH SELF-EFFICIENCY MEDIATION
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Table 4 Coefficient of Determination

Model Summaryb
Adjusted R Std. Error of the
Model R R Square
Square Estimate
a
1 ,803 0,645 0,640 5,77340
a. Predictors: (Constant), SELF EFFICACY,FIELD EXPERIENCE PROGRAM, TEACHER
PROFESSIONAL PERCEPTION
b. Dependent Variable: TEACHER'S INTEREST

Source: Data processed by researchers in 2022

Based on the table above, it is known that the R Square value between the PPL
variables, the perception of the teaching profession, and self-efficacy is 0.645 or 64.5%
and the Adjusted R Square is 0.640 or 64%. It can be concluded that there is a simultaneous
influence between PPL variables, perception of the teaching profession, self-efficacy on
interest in becoming a teacher by 64% while the remaining 36% is influenced by other
factors not examined.

4. Path Analysis
Path analysis is in the form of multi-regression analysis to form a conceptualization of the
problem or test hypotheses based on the path diagram (Suparmanto, 2021). Based on the
calculation, it is known that the Standardized Coefficient (beta) of each variable is known. The
results obtained are 0.042 (pyx1) on the direct effect of the Field Experience Program (PPL) on
teacher interest, while the indirect effect is 0.112 (pzx1) x 0.706 (pyz) = 0.079. From these results,
it can be seen that the total indirect effect of 0.042 + 0.079 = 0.121 on the Field Experience Program
(PPL) on teacher interest through mediation is Self-efficacy. In this case there is a positive
influence of 0.121 or with a percentage of 12.1% teacher interest can be explained through the
Field Experience Program (PPL) variable with self-efficacy mediation,
Based on the calculation, it is known that the Standardized Coefficient (beta) of each
variable is known. The direct effect is 0.123 (pyx2) on the perception of the teaching profession
on teacher interest, while the indirect effect is 0.697 (pzx2) x 0.706 (pyz) = 0.492. From these
results, it can be seen that the total indirect effect is 0.123 + 0.492 = 0.615 on the perception of the
teaching profession on teacher interest through self-efficacy mediation. In this case, there is a
positive influence of 0.615 or with a percentage of 61.5% teacher interest can be explained through
the variable perception of the teaching profession by mediating self-efficacy, while the rest is
influenced by other factors not examined.

The research results shown in the t table above can be interpreted with the following discussion:
1. The influence of PPL on interest in becoming a teacher
The results of the calculation of the partial significance test or t test on the Field Experience
Program variable obtained Tcount = 0.966 with Ttable = 1.97202 and a significance of 0.335, it
can be concluded that the Field Experience Program (PPL) has no positive and insignificant effect
on interest in becoming a teacher. This means that H1 is rejected (there is no influence between
PPL on interest in becoming a teacher). then the PPL variable coefficient is 0.128 which means
that if the Field Experience Program (PPL) increases by one point, the interest in becoming a
teacher will increase by 0.128.
The results of this study are in line with the Primary researchet al (2015); Alifia & Hardini
(2022). The factors that cause PPL to have no effect on teacher interest are (1) The existence of a
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personal relationship between the civil servant teacher and students. In carrying out PPL, students
in addition to teaching also manage the administration and assessment of student behavior. If
students perform these tasks in accordance with the instructions of the civil servant teacher, behave
well, obey existing regulations, then the civil servant teacher will pay attention to students, one of
which is by giving high marks to PPL students. So regarding the level of mastery of the material
and class management does not really affect the value of students. (2) There is the inattention of
the civil servant teacher in providing guidance and assessment. In the PPL assessment, the
indicators are listed, but some civil servant teachers seem to ignore this and only rely on personal
assessments, for example as long as students come to class and teach they will get very good
grades; (3) There is concern that the civil servant teacher will get a poor performance score, the
value obtained by the student interprets that his performance as a civil servant teacher is good; (4)
The material taught by students in PPL is basic material so that it does not reflect professional
competence in depth. the value obtained by the students interpreted that their performance as a
civil servant teacher was good; (4) The material taught by students in PPL is basic material so that
it does not reflect professional competence in depth. the value obtained by the students interpreted
that their performance as a civil servant teacher was good; (4) The material taught by students in
PPL is basic material so that it does not reflect professional competence in depth.

2. The influence of the perception of the teaching profession on interest in becoming a teacher
The results of the calculation of the partial significance test or t test on the Field Experience
Program variable obtained Tcount = 2.061 with Ttable = 1.97202 and a significance of 0.041, it
can be concluded that there is a significant positive influence on the perception of the teaching
profession on interest in becoming a teacher. It means that H2 is accepted (there is an influence
between the perception of the teaching profession on the interest in becoming a teacher). then the
variable coefficient of the perception of the teaching profession is 0.239. The positive value of the
X1 coefficient means that the higher the perception of the teaching profession, the higher the level
of becoming a teacher, and vice versa, the lower the perception of the teaching profession, the
lower the level of interest in becoming a teacher. The results of this study are in line with the
research of Haryawan et al., (2019) which states that positive or negative perceptions about the
profession as a teacher will greatly affect the interest of students to become teachers. It was
concluded that the students of the Educational Study Program of the Faculty of Economics, UNJ
in the 2017 & 2018 batches had a positive perception of the profession as a teacher so that they
had an interest in becoming a teacher.

3. Effect of PPL on self-efficacy

The results of the calculation of the partial significance test or t test on the Field Experience
Program variable obtained T = 2.237 with T table = 1.97202 and a significance of 0.026, it can be
concluded that there is a significant positive effect between the Field Experience Program (PPL)
on self-efficacy. It means that H3 is accepted (there is an influence between PPL on self-efficacy).
Furthermore, the coefficient of the PPL variable is 0.257. The positive X1 coefficient value means
that the higher the Field Experience Program (PPL), the higher the level of self-efficacy, and vice
versa, the lower the Field Experience Program (PPL), the lower the level of self-efficacy. This
study is in line with the research of Masrotin &

4. The influence of the perception of the teaching profession on self-efficacy

 Rindah Suharti, Unggul Purwohedi, Dwi Kismayanti Respati
THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER PROFESSIONAL PERCEPTIONS ON INTEREST TO
BECOME TEACHER WITH SELF-EFFICIENCY MEDIATION
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The results of the calculation of the partial significance test or t-test on the Field Experience
Program variable obtained Tcount = 13.906 with Ttable = 1.97976 and a significance of 0.000, it
can be concluded that there is a significant positive effect on the perception of the teaching
profession on self-efficacy. It means that H4 is accepted (there is an influence between the
perception of the teaching profession on the interest in becoming a teacher). Furthermore, the
variable coefficient of the perception of the teaching profession is 1.007. The positive X2
coefficient value means that the higher the perception of the teaching profession, the higher the
level of self-efficacy, and vice versa, the lower the perception of the teaching profession, the lower
the level of self-efficacy. This research is in line with the research of Nani & Melati (2020) which
states that the perception of the teaching profession is caused by student assumptions regarding
teacher qualifications, competence and certification, teacher rights and obligations as well as
teacher views in Indonesia. If students' perceptions of the teaching profession are good, such as
teachers must have quality qualifications, competencies, and abilities and teachers have been able
to fulfill their obligations and get their rights, then their self-efficacy to become a teacher will
increase.

5. The effect of self-efficacy on interest in becoming a teacher

The results of the calculation of the partial significance test or t-test on the Field Experience
Program variable obtained Tcount = 11.739 with Ttable = 1.97202 and a significance of 0.000, it
can be concluded that there is a significant positive effect of self-efficacy on interest in becoming
a teacher. Means that H5 is accepted (there is an influence between self-efficacy on interest in
becoming a teacher. The coefficient value of the self-efficacy variable is 0.951. The value of the
Z coefficient is positive, meaning that the higher the self-efficacy, the higher the level to become
a teacher, and vice versa the lower the self-efficacy, the higher the self-efficacy will be. the lower
the level of interest in becoming a teacher.This research is in line with research by Astarini &
Mahmud (2015), someone who has an interest in a profession must believe in being able to achieve
that goal. Confidence in self-ability is a factor from within that affects interest. In this case, self-
efficacy is seen as a person's belief in his ability to perform a series of actions in certain situations.
So it can be concluded that students have confidence in their ability to carry out the profession as
a teacher so that they have the goal of becoming a teacher.

6. The influence of teacher PPL on interest in becoming a teacher through self-efficacy

Based on the calculations that have been described, it is known that the Standardized
Coefficient (beta) of each variable is known. The direct effect of the Field Experience Program on
teacher interest is 0.042 (pyx1), while the indirect effect is 0.112 (pzx1) x 0.706 (pyz) = 0.079.
From these results it can be seen that the total indirect effect of the Field Experience Program
(PPL) on teacher interest through self-efficacy is 0.042 + 0.706 = 0.121. In this case, it was found
that the positive and significant influence of the Field Experience Program (PPL) on teacher
interest through self-efficacy means that the higher the Field Experience Program (PPL), the higher
the self-efficacy which then increases interest in becoming a teacher. and vice versa, the lower the
Field Experience Program (PPL) the lower the self-efficacy which then affects the decrease in
teacher interest. It means that H6 is accepted (self-efficacy mediates the relationship between PPL
and interest in becoming a teacher). In Riahmatika & Widhiastuti's research (2019), it is stated that
the more and better teaching experience students get, the higher the student's confidence to have a
career as a teacher.
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7. The influence of the perception of the teaching profession on the interest in becoming a
teacher through self-efficacy
Based on the calculations that have been described, it is known that the Standardized
Coefficient (beta) of each variable is known. The direct effect of the Field Experience Program on
teacher interest is 0.123 (pyx2), while the indirect effect is 0.697 (pzx2) x 0.706 (pyz) = 0.492.
From these results, it can be seen that the total indirect effect of the Field Experience Program
(PPL) on teacher interest through self-efficacy is 0.123 + 0.492 = 0.615. In this case, it was found
that the positive influence of the perception of the teaching profession on teacher interest through
self-efficacy means that the higher the perception of the teaching profession, the higher the
teacher's interest in students, and vice versa, the lower the perception of the teaching profession,
the lower the interest in becoming a teacher. means significant effect. In the research of Masrotin
& Wahjudi (2021) Self-efficacy is seen as generating interest in making choices. Someone who
has a good view of the teaching profession and feels confident in their competence will affect their
interest in choosing a job.

CONCLUSION
1. There is no influence between the Field Experience Program (PPL) on the interest of teachers
in the Educational Study Program of the Faculty of Economics, UNJ class of 2017 & 2018.
This means that the higher the Field Experience Program (PPL) does not affect the interest in
becoming a teacher.
2. There is a significant positive influence between the perception of the teaching profession on
interest in becoming a teacher in the Educational Study Program of the Faculty of Economics,
UNJ class of 2017 & 2018. This means that the higher the student's perception of the teaching
profession, the higher the level of student interest in becoming a teacher. Likewise, the lower
the student's perception of the teaching profession, the lower the student's interest in becoming
a teacher.
3. There is a significant positive effect between the Field Experience Program (PPL) on self-
efficacy in the Educational Study Program of the Faculty of Economics, UNJ class of 2017 &
2018. This means that the higher the Field Experience Program (PPL), the higher the self-
efficacy as well. Field Experience (PPL) is low, the level of self-efficacy will also be low.
4. There is a significant positive influence between the perception of the teaching profession on
self-efficacy in the Educational Study Program of the Faculty of Economics, UNJ class of
2017 & 2018. This means that the higher the student's perception of the teaching profession,
the higher the student's self-efficacy to become a teacher. On the other hand, the lower the
student's perception of the teaching profession, the lower the student's self-efficacy to become
a teacher.
5. There is a significant positive influence between self-efficacy and interest in becoming a
teacher in the Educational Study Program of the Faculty of Economics, UNJ class of 2017 &
2018. This means that the higher the self-efficacy of students, the higher the interest of
students to become teachers. On the other hand, the lower the student's self-efficacy, the lower
the student's interest in becoming a teacher.
6. There is a direct and indirect influence between the Field Experience Program (PPL) on the
interest in becoming a teacher through self-efficacy. This study shows that self-efficacy (Z)
has an influence in mediating the influence of the Field Experience Program on interest in
 Rindah Suharti, Unggul Purwohedi, Dwi Kismayanti Respati
THE EFFECT OF FIELD EXPERIENCE PROGRAM AND TEACHER PROFESSIONAL PERCEPTIONS ON INTEREST TO
BECOME TEACHER WITH SELF-EFFICIENCY MEDIATION
11

becoming a teacher. That is, the higher the PPL experience of a student, the higher the level
of self-efficacy so that it will increase interest in becoming a teacher. Conversely, the lower
the PPL experience, the lower the self-efficacy so that it will reduce the interest in becoming
a teacher.
7. There is a positive direct and indirect influence between the perception of the teaching
profession on teacher interest through self-efficacy. This study shows that self-efficacy (Z)
has an influence in mediating the effect of the perception of the teaching profession (X2) on
interest in becoming a teacher (Y). that is, the higher the student's perception of the teaching
profession, the higher the level of self-efficacy so that it will increase interest in becoming a
teacher. conversely, the lower the perception of the teaching profession, the lower the self-
efficacy so that the level of interest in becoming a teacher will be low.

The variables studied were internal factors originating from within students, namely the
perception of the teaching profession and self-efficacy and external factors from the Field
Experience Program (PPL). Meanwhile, interest in becoming a teacher can be influenced by many
other factors not examined by the author. For further researchers who will conduct research with
a similar title are expected to pay more attention to the independent variables and the selected
intervening variables. Further researchers can use other variables such as the family environment
and peer environment so that problems regarding interest in becoming a teacher can be solved
better.
There are limitations of research using questionnaires, namely sometimes the answers
given by respondents do not really show the real situation plus quite a number of items being
tested. Ensure to select respondents who are in accordance with the research and use other methods
such as interviews so that the data obtained can show the real situation.

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