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INDONESIA
Jurnal Pendidikan Ekonomi (JUPE)
Published by Universitas Negeri Surabaya
ISSN : 23375752     EISSN : 27209660     DOI : -
Core Subject : Economy, Education,
Economics, Econometrics & Finance Education
Jurnal Pendidikan Ekonomi (JUPE), published thrice a year (January, Mei, and September), is a peer-reviewed journal that is managed by the Department of Economic Education, Faculty of Economics, Universitas Negeri Surabaya. JUPE aims to help researchers publish their work for a wider audience. We consider original research articles and review articles in any research areas of (but is not limited to) economics and business education, such as economics education, entrepreneurship education, economics learning strategies, educational economics, classroom action research, development of learning materials, teaching models, learning instruction, and learning media.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Vol. 14 No. 2 (2026)" : 12 Documents clear
Pengaruh tentang PPG, PLP, persepsi kesejahteraan guru terhadap minat mengikuti PPG dengan mediasi motivasi menjadi guru Utami, Intan Wahyu; Jarot Tri Bowo Santoso
Jurnal Pendidikan Ekonomi (JUPE) Vol. 14 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jupe.v14n2.p246-259

Abstract

Students’ interest in participating in the Teacher Professional Education Program (PPG) represents a critical issue in the preparation of future educators, while studies examining the mediating role of motivation to become a teacher remain limited. This study aims to analyze the effects of perceptions of PPG, the School Field Introduction Program (PLP), and perceptions of teachers’ welfare on students’ interest in enrolling in PPG, with motivation to become a teacher serving as a mediating variable. A quantitative approach was employed, involving students of Economics Education at Universitas Negeri Semarang, and the data were analyzed using PLS-SEM with SmartPLS. The findings indicate that perceptions of PPG and motivation to become a teacher have positive effects on students’ interest in PPG, with motivation emerging as the most influential factor. Additionally, perceptions of teachers’ welfare exert an indirect effect through motivation, whereas PLP experience does not show a significant influence. These findings highlight the importance of strengthening positive perceptions of PPG and enhancing motivation to become a teacher in order to increase students’ interest in participating in the program.
Pengaruh motivasi belajar dan kepercayaan diri terhadap kemampuan berpikir kritis mahasiswa Pendidikan Ekonomi Universitas Negeri Medan Dalimunthe, Muhammad Bukhori; Adriani, Deni; Hasibuan, Silvia Annur; Manik, Monika Flora; Harahap, Rini Khairani; Amelia, Amelia
Jurnal Pendidikan Ekonomi (JUPE) Vol. 14 No. 2 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jupe.v14n2.p237-245

Abstract

This study is motivated by the persistently low level of students’ critical thinking skills, reflected in passive information acceptance, superficial analysis, and limited willingness to express opinions during learning. These issues are presumed to be associated with suboptimal learning motivation and self-confidence. This research aims to examine the effect of learning motivation and self-confidence on the critical thinking skills of Economics Education students at Universitas Negeri Medan. A quantitative approach was employed using multiple linear regression analysis with SPSS. Data were collected through questionnaires from students selected via simple random sampling. The findings indicate that both learning motivation and self-confidence have a positive and significant effect on critical thinking skills, both individually and simultaneously. This suggests that students’ critical thinking ability is shaped by the combined influence of these two factors. Therefore, fostering a learning environment that enhances motivation and builds self-confidence is essential to optimize students’ critical thinking development.

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