Domination Analysis of Influence between Educational and Professional Competency on the Performance of Prospective Mathematics Teachers in the School Field Introduction Program.

Autor/inn/en	Sridana, Nyoman; Soeprianto, Harry; Amrullah, Amrullah; Turmuzi, Muhammad
Titel	Domination Analysis of Influence between Educational and Professional Competency on the Performance of Prospective Mathematics Teachers in the School Field Introduction Program.
Quelle	In: Traektoriâ nauki, 8 (2022) 10, S. 5007-5012 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2413-9009
DOI	10.22178/pos.86-10
Schlagwörter	Bildung; Lehramt; Lehrerausbildung; Lehrerbildung; Universität; SPSS; Student
Abstract	This study aims to determine the dominance of the influence between educational and professional competencies on the performance of prospective teachers in the School Field Introduction Program for students majoring in Mathematics, Faculty of Teacher Training and Education, University of Mataram. This type of research is associative research by taking quantitative data from the average value of student courses containing pedagogic competence, professional competence and the School Field Introduction Program value. The population in this study were students majoring in Mathematics, FKIP, the University of Mataram, with a purposeful sampling technique, namely student teacher candidates who had taken the School Field Introduction Program in the period 2019-2022 with a total of 15 students. Process and testing using SPSS version 25. The analysis tool uses multiple linear regression. The results showed that the absence of independent variables that had a dominating influence on the results of the performance scores of prospective teachers in the School Field Introduction Program was marked by the results of the significance level of each independent variable being more than 5 %.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2024/1