Pengaruh Skill, Lingkungan Keluarga, Dan Motivasi Mengikuti PPG Terhadap Minat Menjadi Seorang Guru (Study Kasus Pada Mahasiswa Prodi Kependidikan Tingkat Akhir di UNIVERSITAS NUSANTARA PGRI KEDIRI)

Abstract

This research is motivated by the importance of interest among students in the Education Program in pursuing the teaching profession, which is the main expected outcome of the study program. Based on preliminary interviews, it was found that some students still doubt their own skills, lack support from their family environment, and have low motivation to participate in the PPG (Teacher Professional Education Program). These factors may affect students' interest in becoming a teacher. The aim of this study is to determine the partial and simultaneous influence of skills, family environment, and motivation to participate in PPG on students' interest in becoming a teacher. This research uses a quantitative approach with final-year students of the Education Program at Universitas Nusantara PGRI Kediri as the research subjects. The study population consists of 618 students, with a sample of 243 students selected using purposive sampling. Data were collected through Google Form questionnaires distributed to final-year student groups in each study program. The data analysis technique used is multiple linear regression. The results of this study show that: (1) Skills have a positive and significant effect on students' interest in becoming a teacher, with a significance value of 0.000 (< 0.05) and a regression coefficient of 0.331. (2) The family environment also has a positive and significant effect on student interest, with a significance value of 0.001 (< 0.05) and a regression coefficient of 0.303. (3) Motivation to participate in PPG has a positive and significant effect on student interest, with a significance value of 0.001 (< 0.05) and a regression coefficient of 0.356. (4) Simultaneously, the variables of skills, family environment, and motivation to participate in PPG have a significant influence on students' interest in becoming teachers. In conclusion, the research results indicate that: (1) Skills positively and significantly influence students' interest in becoming teachers. (2) The family environment positively and significantly influences students' interest in becoming teachers. (3) Motivation to participate in PPG positively and significantly influences students' interest in becoming teachers. (4) Skills, family environment, and motivation to participate in PPG simultaneously have a significant influence on students' interest in becoming teachers.