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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Young Journal of Social Sciences and Humanities
Desry Sapta Aglesi Tarigan
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Evolusi Identitas Profesional dari Mahasiswa Menjadi Guru: Sintesis Penelitian Kualitatif Diva Indah Maria Pandiangan; Mella Senteria Manalu; Desry Sapta Aglesi Tarigan; Nauli Hosianna Napitu; Romaito Ambarita; Risda Muliana Br. Pane; Mora Irani Gultom; Stevany Banjarnahor; Leonita Maria Efipanias Manihuruk
Young Journal of Social Sciences and Humanities Vol. 2 No. 1 (2026): Young Journal of Social Sciences and Humanities
Publisher : Yayasan Bayt Shufiya Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66867/yjssh.v2i1.250

Abstract

Teaching practicum is a crucial phase in the formation of teacher identity, yet its evolutionary process is often complex and fraught with tension. This study aims to synthesize qualitative literature on how pre-service teachers' professional identity evolves during their practicum. Using a systematic literature review design with the PRISMA protocol, 26 articles (20 qualitative studies and 6 review articles) were collected from various geographical contexts. The synthesis results show that identity evolution moves from an idealistic imaginary identity phase to a phase of negotiating tensions between authority, theory, and practice. The final stage of the practicum reveals an integrated identity reconstruction, characterized by increased teacher self-efficacy and the development of a personal pedagogical style. This study concludes that mentor support and critical reflection are the primary catalysts determining the success of identity transformation. The implications of this research emphasize the need for a more intentional practicum design in supporting the emotional and discursive aspects of pre-service teachers.
PENGARUH INTERAKSI GURU–SISWA TERHADAP HASIL BELAJAR IPS DENGAN MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING PADA SISWA KELAS VII UPTD SMP NEGERI 4 PEMATANGSIANTAR T.A. 2025/2026 Desry Sapta Aglesi Tarigan; Herlina Hotmadinar Sianipar; Susy Alestriani Sibagariang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48280

Abstract

This study aims to analyze the influence of teacher-student interaction on learning outcomes through learning motivation as an intervening variable in seventh-grade students at the UPTD of SMP Negeri 4 Pematangsiantar in the 2025/2026 academic year. Using a quantitative approach with path analysis, data were collected through questionnaires and documentation, then processed using SPSS 26. The results showed that teacher-student interaction had a positive and significant effect on learning motivation (R-square = 0.320). Furthermore, teacher-student interaction and learning motivation simultaneously had a strong influence on learning outcomes (R-square = 0.704). Based on hypothesis testing and the Sobel test, learning motivation was found to significantly mediate the effect of teacher-student interaction on learning outcomes. In conclusion, the more effective the interaction between teachers and students, supported by high learning motivation, the more optimal the learning outcomes achieved by students. This demonstrates the importance of pedagogical and psychological aspects in improving academic achievement.
Co-Authors Diva Indah Maria Pandiangan Leonita Maria Efipanias Manihuruk Mella Senteria Manalu Mora Irani Gultom Nauli Hosianna Napitu Risda Muliana Br. Pane Romaito Ambarita Sianipar, Herlina Hotmadinar Sibagariang, Susy Alestriani Stevany Banjarnahor