The Relationship Between Pamong Teacher Guidances and The Succes of Student Educational Field Practice (PLK)

Authors

  • Windry Novalia Jufri Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia
  • Yuannissa Ulimaz Jayana Lestari Civil Engineering, Faculty of Engineering, Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.24036/cived.v11i3.669

Keywords:

Relationship, Teacher Guidance, Student PLK succes

Abstract

The research problem background is the low of two-way communication between PLK students and tutor teachers, so that students have difficulty in dealing with the obstacles encountered during PLK at school. Based on this research, researchers are interested in doing research that purpose to reveal the relationship between Teacher Guidance and Student PLK Success. This research type was quantitative research through method in correlational. This research was done at the Civil Engineering Department, Engineering Faculty, Universitas Negeri Padang. The research respondents were Building Engineering Education Study Program students, Engineering Faculty, Universitas Negeri Padang who had followed in the PLK period July-December 2022. The technique for sampling used Total Sampling with a sample size of 45 respondents. The method for data collection uses a questionnaire and documentation of PLK grades filled in by the mentor teacher. The technique for analysis used is Product Moment correlation. The research results indicated that there is a positive and significant relationship between Teacher Guidance and Student PLK Success. The evidence was the correlation coefficient greater than r table which is 0.705 > 0.294 and a value of significance is 0.00 < 0.05.

Downloads

Download data is not yet available.

References

Wahyudi, R., & Syah, N. (2019). Hubungan Minat Menjadi Guru Dengan Kesiapan Mengajar Mahasiswa Prodi Pendidikan Teknik Bangunan. Jurnal Universitas Negeri Padang, 6(1), 1–5. http://ejournal.unp.ac.id/index.php/cived/article/view/104955

Oktafia, F., & Nora AN, D. (2020). Persepsi Mahasiswa Sosiologi FIS UNP Tentang Mata Kuliah Micro Teaching dan Pelaksanaan Praktek Lapangan Kependidikan (PLK). Jurnal Sikola: Jurnal Kajian Pendidikan Dan Pembelajaran, 2(1), 63–69. https://doi.org/10.24036/sikola.v2i1.65

Depdiknas. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Mengenai Sistem Pendidikan Nasional. Zitteliana, 18(1), 22–27.

Kamil, I. (2018). Persepsi Guru Pamong terhadap Kemampuan Mengajar Mahasiswa (Studi Kasus: SMKN 1 Tilatang Kamang dan SMKN 5 Padang). Cived, 5(1), 2302– 3341.

Pusat Program Pengalaman Lapangan (P3L) LP3M UNP. (2020). Pedoman Praktek Lapangan Kependidikan. https://s.id/1RTaf

Sukmadinata. (2010). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.

Suigiyono. (2017). Meti odei Peineilitian Kuaintitatif, Kuialitatif, dan R&D. Banduing: Alfabeita.

Setyawan, Dodiet A. (2021). Petunjuk Praktikum Uji Normalitas & Homogenitas Data dengan SPSS. Surakarta: Tahta Media.

Dwijayanti, Karlina. (2017). Peran Guru Pamong dan Dosen Pembimbing Terhadap Keberhasilan Praktik Pengalaman Lapangan (PPL) Mahasiswa PJKR UTP Surakarta 2017. Jurnal Ilmiah Penjas, 4(1)

Downloads

Published

2024-09-30

How to Cite

Jufri, W. N., & Lestari, Y. U. J. (2024). The Relationship Between Pamong Teacher Guidances and The Succes of Student Educational Field Practice (PLK) . CIVED, 11(3), 983–990. https://doi.org/10.24036/cived.v11i3.669