Abstract
This study aims to determine the influence of self-concept on interest in becoming a student teacher in the Mathematics Education study program at a private university in Indonesia. The method used in this study is a survey method with a descriptive-quantitative approach. The sample used in this study was made up of students of the Mathematics Education study program Class of 2021, with 16 students. Data collection techniques using questionnaires. The total number of respondents used was 16 students. The prerequisite test of analysis consists of a normality test. Test the hypothesis of this study using simple linear regression. The results showed that self-concept had a moderate influence on interest in becoming a teacher with results of 48.1% and 51.9% influenced by other factors, consisting of internal factors such as individual personality factors and external factors such as parental factors, peer factors, gender factors, cost factors, and employment factors. Student self-concept affects students' interest in becoming teachers, for that students need to be given direction and understanding of the importance of good self-concept, especially as holistic educators.
Author Information
Tanti Listiani, Universitas Pelita Harapan, Indonesia
Melda Jaya Saragih, Universitas Pelita Harapan, Indonesia
Paper Information
Conference: ACE2023
Stream: Higher education
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Listiani T., & Saragih M. (2024) The Influence of Self-Concept on Interest in Becoming a Teacher in Indonesian Students of Mathematics Education ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.37
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.37
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