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Nabila Sofiarani
Accounting Education Study Program State University of Yogyakarta
Economics, Econometrics & Finance Education

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THE EFFECT OF MICROTEACHING AND GUIDED FIELD PRACTICE (PLT) ON READINESS TO BECOME PROFESSIONAL TEACHER OF THE ACCOUNTING EDUCATION STUDENT STATE UNIVERSITY OF YOGYAKARTA CLASS OF 2015 Nabila Sofiarani; Arief Zuliyanto Susilo
Jurnal Pendidikan Akuntansi Indonesia Vol 17, No 2 (2019): Jurnal Pendidikan Akuntansi Indonesia
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (611.629 KB) | DOI: 10.21831/jpai.v17i2.28692

Abstract

This research aims to determine whether there is an effect of the Microteaching Quality and Guided Field Practice (PLT) on Readiness to Become Professional Teacher. This research uses a quantitative approach with the respondents from the Accounting Education Student 2015 State University of Yogyakarta amounted to 63 students. Data collection techniques using a questionnaire. The data analysis technique uses multiple regression analysis. The results showed: 1) There was no significant effect of Microteaching Quality on Readiness to Become Professional Teacher with   = -0.317 and significance value of 0.752. 2) There was a positive and significant effect of Guided Field Practice (PLT) on Readiness to Become Professional Teacher with = 3.963 and significance value of 0,000. The determination coefficient ( is 0.208 or 20.8%. These results identify that Readiness to Become Professional Teacher can be explained by the variable of Microteaching Quality and Guided Field Practice on 20.8%. Keywords: Microteaching, Guided Field Practice, Readiness to Become Professional Teacher
Co-Authors Arief Zuliyanto Susilo