Pengaruh Praktek Lapangan Kependidikan terhadap Minat Menjadi Guru pada Mahasiswa Program Studi Pendidikan Agama Islam Universitas Negeri Padang Effect of Educational Field Practice on the Interest in Becoming a Teacher Among Students of the Islamic Religious Education Study Program at Universitas Negeri Padang
Article Sidebar
Page Numbers:
5444-5456
Digital Object Identifier:
10.58578/yasin.v5i5.7691
Viewed: 53 times
Downloaded: 19 times
We cordially invite qualified professionals to join LYAS Publisher as Editors or Reviewers. Your expertise will contribute significantly to maintaining the quality of our publications. If you are interested, please complete the following form: Call for Editors & Reviewers
Please feel free to contact us if you need more information about the submission process or have any further questions.
Authors:
Nopel Nopel1*, Fakhriyah Annisa Afroo2 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The limited number of studies examining the impact of Praktek Lapangan Kependidikan (PLK, or Educational Field Practice) on the interest in becoming a teacher—particularly among students of the Islamic Religious Education (PAI) study program—serves as the background for this research. Direct experience during PLK is believed to play a significant role in shaping students’ perceptions, motivation, and readiness to pursue teaching as a profession. This study aims to analyze the influence of PLK on the interest in becoming a teacher among 2021 cohort PAI students at Universitas Negeri Padang. A quantitative approach with a correlational research design was employed. A sample of 56 students was selected using purposive sampling. Data were collected through PLK grade documentation and a questionnaire on teaching interest, and then analyzed using simple linear regression with IBM SPSS Statistics 22. The results indicate that the average PLK score was 87.21 (moderate category), and the average interest in becoming a teacher was 91.46 (moderate category). The product-moment correlation test yielded an r value of 0.901 with a significance level of 0.000 < 0.05, indicating a very strong and statistically significant relationship between PLK and interest in becoming a teacher. The coefficient of determination (R²) was 0.811, suggesting that 81% of the variance in teaching interest is explained by PLK. These findings confirm that positive experiences during PLK—such as support from mentor teachers and successful teaching practices—significantly contribute to increasing students' interest in becoming teachers. This study reinforces experiential learning theory and offers practical recommendations for higher education institutions to enhance PLK implementation through systematic mentoring, evaluation, and reflection.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Abdullah, S. M. (2019). Social Cognitive Theory: A Bandura Thought Review published in 1982–2012. Psikodimensia, 18(1), 85. https://doi.org/10.24167/psidim.v18i1.1708
Adawiyah, R. (2019). Peningkatan hasil belajar Pendidikan Agama Islam mahasiswa melalui kompetensi profesional dosen dan minat belajar mahasiswa. Andragogi: Jurnal Pendidikan Islam dan Manajemen Pendidikan Islam, 1(1), 131–148. https://doi.org/10.36671/andragogi.v1i1.51
Aprillia, A., & Fatihah, D. C. (2021). Pengaruh kualitas pelayanan terhadap kepuasan konsumen Gojek pada masa pandemi COVID-19 di Kota Bandung. Jurnal Pendidikan dan Kewirausahaan, 9(1), 242–257. https://doi.org/10.47668/pkwu.v9i1.222
Ardiansyah, Risnita, & Jailani, M. S. (2023). Teknik pengumpulan data dan instrumen penelitian ilmiah pendidikan pada pendekatan kualitatif dan kuantitatif. Jurnal IHSAN: Jurnal Pendidikan Islam, 1(2), 1–9. https://doi.org/10.61104/ihsan.v1i2.57
Fauzi, M. I. F., & Ramadhan, M. F. (2024). Penguatan kompetensi calon guru terhadap mahasiswa PPL di SMKN 1 Sangatta Utara. Solusi Bersama: Jurnal Pengabdian dan Kesejahteraan Masyarakat, 1(3), 151–161. https://pkm.lpkd.or.id/index.php/SolusiBersama/article/view/445
Firmansyah, D., & Dede. (2022). Teknik pengambilan sampel umum dalam metodologi penelitian: Literature review. Jurnal Ilmiah Pendidikan Holistik (JIPH), 1(2), 85–114. https://doi.org/10.55927/jiph.v1i2.937
Indra Maipita, T. M. (2018). Pengaruh minat menjadi guru dan praktik program pengalaman lapangan (PPL) terhadap kesiapan menjadi guru pada mahasiswa jurusan ekonomi Universitas Negeri Medan T.A 2017/2018. Jurnal Ekonomi Pendidikan, 8(6), 34–43. https://jurnal.unimed.ac.id/2012/index.php/ekodik/article/view/10777/0
Iqbal, M., & Suprapto. (2024). Pengaruh praktik pengalaman lapangan (PPL) terhadap minat menjadi guru pada mahasiswa: Studi survei di Universitas Islam Jakarta. Indonesian Research Journal on Education, 4, 369–374.
Jaya, N. A., Ruslan, & Purnamawati. (2023). Pengaruh minat kerja dan praktik pengalaman lapangan terhadap kesiapan kerja mahasiswa. INTEC Journal: Information Technology Education Journal, 2(3), 33–40. https://journal.unm.ac.id/index.php/INTEC/article/view/391
Kusumawati, A., Arif, H., Madein, A., & Pradipta Natsir, A. I. (2023). Peranan experiential learning dalam mendorong active learning: Studi pada pendidikan akuntansi. Jurnal Pendidikan Akuntansi Indonesia, 21(1), 41–53. https://doi.org/10.21831/jpai.v21i1.58241
Mariati, Arpizal, & Kurniadi, R. (2025). Preferensi profesi guru pada mahasiswa Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Jambi pasca MSIB. Jurnal Transformasi Pendidikan Modern, 6(1), 1–8.
Nani Kustanti, Ghufron Abdullah, R. B. G. (2024). Kompetensi profesional guru dan partisipasi orang tua terhadap. Jurnal Manajemen Pendidikan, 13(1), 82–102.
Putri, N. D., & Hestiningrum, P. (2025). Pengaruh persepsi profesi guru, lingkungan keluarga, dan pengenalan lapangan persekolahan (PLP) terhadap minat menjadi guru pada mahasiswa pendidikan FEB UNESA. JIIP – Jurnal Ilmiah Ilmu Pendidikan, 8(9), 10759–10769. https://doi.org/10.54371/jiip.v8i9.9259
Rahmadiyani, S., Hariani, S., & Yudiono, U. (2020). Minat menjadi guru: Persepsi profesi guru, pengenalan lapangan persekolahan (PLP) dan efikasi diri. Jurnal Riset Pendidikan Ekonomi, 5(1), 10–23.
Rimadani, N. W., Rizki, N. K., & Sa’adah, N. (2024). Problematika profesi kependidikan dan solusinya guna meningkatkan kualitas pendidikan sekolah dasar. Social, Humanities, and Educational Studies (SHEs), 7(3), 1287–1295.
Saepudin, J. (2021). Kesiapan lembaga pendidikan tenaga kependidikan dalam menyiapkan guru profesional di IAIN Raden Intan Lampung. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan, 19(2), 220–235. http://jurnaledukasikemenag.org
Silalahi, T. V., & Nura, A. (2025). Pengaruh pengalaman praktik lapangan persekolahan II (PLP II) dan motivasi mengajar terhadap minat mahasiswa/i menjadi guru program studi pendidikan administrasi perkantoran Fakultas Ekonomi UNIMED. IKRAITH-Ekonomika, 8(2), 399–407.
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif dan kombinasi (5th ed.). Alfabeta.
Sugiyono. (2022). Metodologi penelitian. Alfabeta.
Suhartini, S., & Hasibullah, M. U. (2025). Transformasi pendidikan sebagai fondasi pembangunan nasional di era globalisasi. International Conference on Humanity Education and Social, 4(1).
Find the perfect home for your research! If this journal isn't the right fit, don't worry—we offer a wide range of journals covering diverse fields of study. Explore our other journals to discover the ideal platform for your work and maximize its impact. Browse now and take the next step in publishing your research:
| HOME | Yasin | AlSys | Anwarul | Masaliq | Arzusin | Tsaqofah | Ahkam | AlDyas | Mikailalsys | Edumalsys | Alsystech | AJSTEA | AJECEE | AJISD | IJHESS | IJEMT | IJECS | MJMS | MJAEI | AMJSAI | AJBMBR | AJSTM | AJCMPR | AJMSPHR | KIJST | KIJEIT | KIJAHRS |