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All Journal Dinamika Pendidikan Advances In Education Journal
Abelia Paramista
Universitas Negeri Surabaya
Economics, Econometrics & Finance

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Keterampilan Pedagogik dan Minat Mengajar sebagai Prediktor Kesiapan Mengajar Calon Guru Abelia Paramista; Riza Yonisa Kurniawan
Advances In Education Journal Vol. 2 No. 4 (2026): Advances In Education Journal (Februari)
Publisher : Yayasan Al-Afif

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Abstract

This study examines the effect of teaching skills and teaching interest on teaching readiness among students of the Economic Education Program, Universitas Negeri Surabaya, class of 2022. The main problem addressed is the variation in students’ readiness to teach despite having undertaken pedagogical courses. This research aims to analyze the partial and simultaneous influence of teaching skills and teaching interest on teaching readiness. A quantitative explanatory approach was employed. Data were collected using structured questionnaires distributed to 30 students selected through simple random sampling. The data were analyzed using multiple linear regression with classical assumption tests. The results indicate that teaching skills have a positive and significant effect on teaching readiness, while teaching interest does not show a significant partial effect. However, teaching skills and teaching interest simultaneously have a significant influence on teaching readiness, with a determination coefficient of 35.9%. These findings suggest that teaching readiness is primarily shaped by pedagogical competence supported by internal motivation. The study concludes that strengthening practical teaching skills and fostering professional interest are essential to prepare competent future teachers.
Analysis of the Connection: Emotional Regulation and Social Skills in Shaping Study Habits through Cognitive Engagement in the Era of AI-Based Economic Learning Abelia Paramista; Riza Yonisa Kurniawan; Mohamad Arief Rafsanjani; Muhammad Abdul Ghofur
Dinamika Pendidikan Vol. 21 No. 1 (2026)
Publisher : Economics Education Department Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dp.v21i1.42430

Abstract

The rapid growth of Artificial Intelligence has transformed learning behavior in higher education, raising concerns about students’ cognitive engagement when relying on AI-generated assistance. This study examines how emotion regulation and social skills influence students’ study habits in AI-based economic learning, with cognitive engagement as a mediating variable. Using an explanatory quantitative design, data were collected from undergraduate students of the Faculty of Economics and Business at accredited public universities in East java, Indonesia, through a validated questionnaire consisting of 27 items adapted from established measurement scales. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that emotion regulation and social skills have a positive direct effect on students’ study habits. However, only social skills indirectly enhance study habits through increased cognitive engagement, while emotion regulation does not significantly influence cognitive engagement in AI-assisted learning. These results highlight that interpersonal competence plays a critical role in sustaining cognitive engagement and developing effective study habits, even as learning becomes increasingly supported by AI. Practically, the study suggests that higher education institutions and policymakers should design learning programs that integrate emotional management, social skill development, and responsible AI use to foster adaptive learning behavior. The novelty of this study lies in revealing distinct psychological mechanisms underlying study habits in AI-based economic learning, a context that remains underexplored in Indonesia.
Co-Authors MUHAMMAD ABDUL GHOFUR Rafsanjani, Mohamad Arief RIZA YONISA KURNIAWAN