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All Journal Jurnal Sosiologi Reflektif International Journal of Pedagogy and Teacher Education
Tomy Kartika Putra
STKIP PGRI Ponorogo
Religion Humanities Education Social Sciences

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THE IMPACT OF TEACHING-SCHOOL STUDENTS WITH A PESANTREN EDUCATION BACKGROUND AS FUNDS OF IDENTITY: A SOCIOLOGICAL ANALYSIS Tomy Kartika Putra; Rohmad Arkam
Jurnal Sosiologi Reflektif Vol. 17 No. 1 (2022)
Publisher : Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jsr.v17i1.2551

Abstract

Teaching-school students with a pesantren education background have a source of identity with rich Islamic values. Research-based on their identity formation is essential. They need to consider their experiences to help them when entering college. This study aims to determine the components of the identity sources of new students in the Department of English education at one of universities in East Java. By referring to the fund's identity framework, this study analyzes self-portraits of teaching-school students to find the origins of student identity formation. This research employs observation techniques and in-depth interviews with four teaching school students with pesantren educational backgrounds. The study results indicate that teaching-school students with pesantren backgrounds have sources of identity formation with social, valuative, practical, institutional, and disciplinary categories. From a sociological perspective, identity formation's origins are part of positive social capital with pedagogical and methodological implications in the teaching process.Mahasiswa keguruan yang mempunyai latar belakang pendidikan pesantren membawa sumber identitas yang kaya nilai Islam. Penelitian mengenai sumber pembentuk identitas yang mereka miliki penting dilakukan. Pengalaman yang mereka bawa perlu dirangkul sebagai upaya untuk membantu mereka ketika masuk dalam perguruan tinggi. Penelitian ini bertujuan untuk mengetahui komponen-komponen sumber identitas mahasiswa baru Pendidikan Bahasa Inggris. Dengan mengacu pada kerangka funds of identity, penelitian ini menganalisis self-portrait mahasiswa-keguruan untuk mengetahui sumber pembentuk identitas mahasiswa. Data dikumpulkan melalui teknik observasi dan wawancara mendalam terhadap 4 orang mahasiswa-keguruan dengan latar belakang pendidikan pesantren. Hasil penelitian menunjukkan bahwa mahasiswa keguruan berlatar belakang pendidikan pesantren mempunyai sumber pembentuk identitas, yakni social, valuative, practical, institutional, and disciplinary. Secara Sosiologis, sumber pembentuk identitas tersebut merupakan bagian dari modal sosial yang positif dan memiliki implikasi pedagogi dan metodologi dalam proses pengajaran. 
A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program Tomy Kartika Putra; Ardian Pitra Satya Purnama; Suroto Rosyd Setyanto
International Journal of Pedagogy and Teacher Education Vol 7, No 2 (2023): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v7i2.78515

Abstract

In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.
Co-Authors Ardian Pitra Satya Purnama Rohmad Arkam Suroto Rosyd Setyanto