The Configuration of Career Identity Factor of Prospective Students

at Indonesia University of Education

Sunaryo Kartadinata, Anne Hafina, Yusi Riksa Yustiana and Ilfiandra Ilfiandra

Universitas Pendidikan Indonesia, Bandung, Indonesia

{sunaryo, yusiriksa, annehafina, ilfiandra}@upi.edu

Keywords: Work Culture, Ethnocultural, Vocational Identity, Interests in Teaching.

Abstract: Currently, the curriculum of teacher education still focuses on the development of competence. Yet, teachers

are required to master professional competence and to have mission that will be reflected in their identity.

This study was intended to produce a model of ethno-cultural-based counseling strategies for strengthening

prospective teachers’ career identity. The study was conducted within a three-year period. The first year's

activity was designing an ethnocultural-based model of career counseling based on configuration of career

identity factor. The design of the study was a cross sectional survey and the participants were determined by

multi stage cluster sampling, involving 748 UPI students. The instrument to identify the participants’

interests and the working attitude was Likert scale model. The instrument for reference value orientation

refers to the Spranger’s theory, which views culture as a system of values. The results of the first-year study

show that: UPI students’ interest on being a teacher is relatively low; the students’ values of orientation

reference tend to be religious and economic, while aesthetic and power do not become the dominant; the

students working attitude is considered high. Thus, improvement on student selection system and sustainable

career counseling aimed at strengthening students’ career identity is recommended.

1 INTRODUCTION

This is a follow-up study on two international

collaborative research conducted by two teams, each

respectively from UPI and Tokyo Gakugei

University, Japan in 2015. The first study is entitled

"Teacher Learning Trajectory: A Study on

Prospective Teachers' Professional Identity in

Indonesia and Japan" and the second study was

about "Profiles of Students’ Career Readiness to

Enter the Global Work in the Perspective of Work

Culture in Indonesia and Japan (The Development of

Ethnocultural Intervention Strategy Model of Career

Guidance)". The findings of the studies indicate that

prospective teachers, particularly in UPI do not

necessarily reflect their career readiness to become

teachers, although they chose education as their

study programs.

The importance of teacher identity was proposed

by Akkerman and Meijer (2011) who stressed that

even prospective teachers need to explore their

identity. Furthermore, Kelchtermans in Leijen and

Kullasepp (2013) echoed "... the first domain in the

personal interpretive framework of teachers is their

conceptions of themselves as teacher ... their sense

of self is very prominent in their accounts about their

practice (a practice enacted by them as singular

person). This again reflects and illustrates the

interpersonal character of teaching and its impact on

the sense of self teacher develop".

In the context of the development of teacher

identity, some authors such as Von Bohl and Zoest,

(2002); Danielewicz (2001); Grossman and

Mcdonald, (2008) in Leijen and Kullasepp (2013)

criticized the common practices in university which

less concern on the development of identity. In

addition, Alsup (2006) also indicated that the

development of identity aspect tends to be reduced

to understanding professional individuality. The

consequence of such mistake is the failure of

prospective teachers to become teaching

professionals (Danielewicz, 2001).

A prospective teacher requires facility to

establish his identity as a teacher and

educator. Identity is built upon the understanding

and internalization of value system of the

normativity of goals, the educational contents and

the pillars of learning process (Prayitno,

2009). Indonesian educational value system that

must be internalized within one’s self includes

Kartadinata, S., Haﬁna, A., Yustiana, Y. and Ilﬁandra, I.

The Conﬁguration of Career Identity Factor of Prospective Students at Indonesia University of Education.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 51-57

ISBN: 978-989-758-314-8

understanding of human nature, humanity, senses,

and authority and education. Based on the results of

research conducted by Nugent and Jones (2009:

Donna M. Gibson. Colette T. Dollarhide, and Julie

M. Moss: 2010) it is identified that a counselor’s

professional identity is training/integrated training

involving personal attribute in the context of

professional community. Contemporary definition of

professional identity includes three parts: self-

labeling as a professional, integration of skills and

attitudes as a professional, and a perception of

context in a professional community. Auxier,

Hughes, and Kline (2003) states that professional

identity is the same as therapeutic self-

terminology and is a combination of professional

ethical decisions and rules as well as personal

selves (values, moral and perception).

There are several studies that have examined the

issues surrounding career identity as teachers. These

studies include studies that suggests self-

development is important for career development

(Busacca and Wester, 2006 in Donna M. Gibson,

Colette T. Dollarhide, and Julie M. Moss, 2010);

career identity as a teacher is influenced by cultural

factors (Nelson and Jackson, 2003); factors that

affect career identity and career satisfaction as a

teacher (Watt and Richadson, 2008); the study that

suggests a relationship between an interest in

becoming a teacher and a level of career satisfaction

(Altay, 2012); the existence of factors that influence

career selection (Hidi, 2006); and the study on

freshmen and junior students in the context of

teacher education in Turkey shows a great interest in

career as a teacher (Ozsoy, 2010). This study

explored the subjects who are prepared to become a

teacher in the future in the context of education in

Indonesia. In addition, this study also explored more

specifically about the level of UPI students’ interest

in teaching, exploring the level of UPI students’

work culture, and observing the tendency of values

that become orientation of UPI students based on

Spranger's theory.

2 LITERATURE REVIEW

Chronologically, students generally are in their

adolescence. One very important developmental

tasks in adolescence is optimal development of

identity. Moreover, according to Erikson, the

establishment of self-identity is a major

developmental task in adolescence. The identity of a

person contains a number of domains. Of many

domains, vocational is the most important part of the

overall identity of a person (Mussen, et al.,

1990). The success of an adolescence in developing

self-identity—including vocational identity—will

result in balance and healthy individual. In contrast,

when a teenager fails to establish his identity, he will

experience identity crisis or confusion.

Success in achieving vocational identity is very

important for adolescences as the preparation to

determine career path can only be done by

adolescence who have firm vocational identity. As

confirmed by Marcia (1993), a teenager with firm

vocational identity would be able to assess his own

competences and interests, to assess the

opportunities that can be achieved, as well as to

make commitment on the job choices that suit his

characteristics. However, there seems to be

indications that the students generally dabble with

their further study and, later on, their job; some even

rely their future on their luck (Munandar, 1991).

Some experts, including Williamson, Bordin, Byrne,

and Robinson argued on classification of career

issues. Williamson described special career issues

into four types: (1) no choice—one is unable to

adequately distinguish career choices and

commitment to choose; (2) uncertain choice—one

does not feel confident with his choice of career; (3)

unwise choice—one’s interests and talents do not

match with his career choice; and (4) the

discrepancies—there is misalignment between one’s

interests and his talents.

Attainment of identity status should ideally be

reached by an adolescence by setting a commitment

after exploring various alternatives. Commitment is

the culmination of the exploration process (Marcia

in Archer, 1994). However, for various reasons, the

resolution of an identity crisis cannot always be

reached easily by any teenager. Regarding the issue,

there are four styles that may be expressed by

adolescences in making resolution to the issue of

identity based on the presence-absence of

exploration and commitment, namely Identity

Achievement, Moratorium, Identity

Foreclosure, and Identity Diffusion. The four styles

of resolutions to problem of identity are called

identity status (Marcia in Adelson, 1980:161). The

identity status cannot only be interpreted as a

category but can also indicate the degree of

development (in Marcia Waterman et al., 1993).

According to Marcia, et al. (1993) the exploration

process in order to establish the identity status in late

adolescence is marked by the extent of a teenager

doing assessments on various matters related to the

topic of identity domain as reflected by the breadth

and depth of the following aspects: (1)

ICES 2017 - 1st International Conference on Educational Sciences

knowledgeability, (2) activity directed toward

gathering information, (3) considering potential

alternative identity elements, and (4) desire to make

an early decision. While the level of commitment is

shown in the extent to which the firmness of a

teenager on topic of identity domain, as reflected by

the breadth and depth aspects: (1) knowledgeability,

(2) activity directed toward implementing the chosen

identity element, (3) emotional tone, (4)

identification with significant other, (5) projecting

one's personal future, and (6) resistance to being

swayed.

3 RESEARCH METHODOLOGY

3.1 Methods

This study is a research and development with

conceptual and procedural development model. It

examined problem occurring at the time of the

study. The data was obtained through one survey.

Afterward, the data was used as the basis for

describing the characteristics of the problem being

studied. With regard to this framework, the method

used in this research was descriptive method.

Meanwhile, the research design employed in this

study was a cross sectional survey with qualitative

and quantitative approaches.

3.2 Research Subject

The research subject was segregated based on the

objectives of the study. For the purpose of model

development, the subjects of this study were 1000

prospective teachers, who were selected using multi-

stage cluster sampling technique with classes as the

analysis unit. The survey involved 748 students from

15 education study programs, namely: English

Education, French Education, Office Administration,

Islamic Economics Education, Arts Education,

Music Education, Physical and Coaching Education,

Primary Education, Mechanical Engineering, Family

Welfare Education, Biology, Mathematics, Social

Studies, Civics, Early Childhood Education and

PPM.

3.3 Data Collection Instruments

The data acquired in this study was collected

through several ways, including interviews,

documentary studies, focused discussions, expert

judgment, and questionnaires. Interviews and

documentation were used to obtain the description of

existing condition and best practice in career

guidance in university. Discussions focused and

expert judgment were done to formulate a

model. Expert judgment was used to reveal

hypothetically effective intervention strategies for

strengthening prospective teachers’ career

identity. Questionnaire was used to portray

biographical background and identity of students’

career profile in order to develop and empirically

test the effectiveness of intervention strategies. The

instrument to identify prospective teacher’s interest

on teaching used model Likert scale with five

alternative answers that depicted students’

knowledge, attitudes and tendencies to teaching

profession, as many as 25 items. Instrument for

depicting reference value orientation was referred to

Spranger’s theory, which views culture as a system

of values, and classifies the cultural values into six

types of values: theoretical, economic, art, religious,

social, and political values. The first four values

(theoretical, economic, art, and religion) are

classified by Spranger into the values pertaining to

human as an individual, while the last two values

(social and political) are values that are associated to

human as member of society. Instrument for

portraying work culture was designed in Likert scale

with four alternative answers to describe faith,

values, leadership, communication, and

actualization, totaling 18 items.

3.4 Research Procedures

The steps that were carried out in collecting the data

were asking the willingness and building rapport

with all subjects that they were involved and

contributed in providing data that was valid and

accurate. Then, the researcher made time

arrangement with some experts. Particularly in

collecting data using questionnaires, in addition to

building a rapport with all of the subject, the

researcher proliferated the instruments and asked for

approval to conduct the research to the authorities.

The referral letter was later forwarded to the

departments and faculties where the study was

conducted. When collecting data using

questionnaires, the following steps were carried out:

(1) opening the meeting with greeting and a brief

introduction; (2) conveying the intention and

purposes of filling the questionnaires; (3) checking

the presence; (4) distributing the instruments with

the answer sheet; (5) providing an explanation

regarding filling the questionnaires; (6) providing

The Conﬁguration of Career Identity Factor of Prospective Students at Indonesia University of Education

opportunity to the respondents to ask questions; (7)

having the respondents to answer questions; (8)

collecting the question and answer sheets; and (9)

closing the meeting by thanking.

4 RESULTS AND DISCUSSION

4.1 UPI Students’ Interest in Teaching

Interests depict the willingness, the impetus arising

from an individual to select objects in the form of

activities, including task or job. Thus, a person

interested in teaching profession will be compelled

to do activities related to the duties of a teacher. A

person who has an interest in the teaching profession

would prefer and expect to work as a professional

teacher more. The results show that the majority of

students’ interest on teaching is categorized as lower

(index 70.49 of the average standard deviation of

88.12 and 10.32).

This research data can be viewed from two

perspectives: the prospective teachers’ raw input and

study the study of dynamics of professional

identity. In terms of the prospective teachers’ raw

input, the study's finding indicates that there is a

serious problem in terms of students’ interest in

teaching, both among freshmen and junior

students. As the low interest in teaching among

students shows the same trend, then it becomes a

task for UPI to foster interest in teaching among its

prospective teachers. It can be conjured how the

students are in following the courses or activities

related to the development of professional identity of

prospective teachers when in fact they are less

interested in teaching.

The quality of teacher and prospective teachers

are crucial issues among countries included in

OECD (OECD, 2005). Questions about why

someone chooses to be a teacher, what motivates

people from other careers to become teaching

professionals, and how individuals view the teaching

profession more attractive than professions

education researchers are then considered essential

(Richardson and Watt, 2006). In many countries,

there are alarming indications as many teachers

resigned in three to five years after graduating from

college and sought career other than teaching

(Schopner, 2010).

4.2 The Tendency of Student Work

Culture

The result of this aspect showed that the students’

work culture is at an average of 62.945 and 4.307

standard deviation of the ideal score 72 with an

index of 87,42, which can be considered high. This

means that in general the students understand and

realize prospective teachers need to have teacher

work cultures in order to become a professional

teacher. Becoming a teacher has to be based on

conviction that it is part of worship, as a form of

human connectedness with the almighty for

provision of potential given to human. Students are

aware of the values that should be held and serve as

the foundation for acts as prospective teacher

namely courage, determination and perseverance,

kinship and cooperation, dedication and

commitment, humility and tolerance, dignity and

respect/courtesy, independence and ambition, self-

adjustment and introspection as well as being

exemplary and knowledge. Yet, awareness of

religious bases and the values has not been matched

by awareness of leadership, which is the ability to

manage and set oneself on the basis of firm

thoughts, understanding on the need for the ability to

communicate and self-actualize in everyday

performance. Awareness of the religious basis and

the value is great potential to be supported so as to

change the paradigm of thinking to portray the work

ethic behavior as prospective teachers. These

findings can be interpreted in a variety of

perspectives, for instance, from student’s

perspective. High working attitude of a student

reflects his commitment to academic

tasks. However, this condition is on the contrary

when compared to the work culture of employees or

teachers in general. The objective conditions of

employees Indonesian culture, the factors that affect,

and how to build a work culture are portrayed as

follows.

Institute for Management of Development,

Switzerland, in World Competitiveness Book

(2007), reported that in 2005 labor productivity

ranked Indonesia at 59 of the 60 countries

surveyed. It is lower than in 2001, which was at 46.

Meanwhile, other Asian countries are above

Indonesia such as Singapore (rank 1), Thailand (27),

Malaysia (28), Korea (29), China (31), India (39),

and the Philippines (49). Rank order is also related

to the Economic Performance in 2005, which ranked

the 60

or the lowest, Business Efficiency (59), and

Government Efficiency (55). Again, it is strongly

indicated the poor performance was due to the

ICES 2017 - 1st International Conference on Educational Sciences

inability of Indonesian human resources to

compete. It may also be due to the work culture

which is still weak and uneven.

Productive work culture in Indonesia, has not

been attained extensively. Work is still regarded as

routines or even a burden, particularly to the lazy

ones. Employees' understanding of the positive work

culture is still low. Organizational culture or the

corporate culture is still less prevalent. The lack of

organizational culture apparently contributes to less

productive attitudes. The company has not

incorporated productive attitudes as a system of

values. It seems that employees do not have any

value system that must be held and implemented.

Implementing work culture has a deep meaning

as it will change the attitudes and behavior of human

resources that they can achieve higher labor

productivity in facing future challenges. Its benefits

include assurance of better work quality, openings of

the whole communication network, openness,

togetherness, kinship, finding faults and quick

fix, quick adjustment on external factors (such as

customers, technology, social condition, economy,

etc.). According to Supriyadi and Guno (in Triguno,

2003) work culture has a goal to change attitudes

and behavior of the existing human resources in

order to increase labor productivity to face

challenges in the future. The real benefit of the

application of a good work culture in an

organizational environment is that it increases

mutual cooperation spirit, togetherness, openness to

one another and kinship, develops better

communication, and improves labor productivity.

4.3 The Tendency of the Students’

Reference Value Orientation

The study shows that the reference value orientation

of students in order are: (1) religious at 22.96%; (2)

economic at 21.93% (3) social at 20.64%; (4)

scientific at 12.90; (5) aesthetic at 12.58%; and (6)

power at 9.03. The numbers show that religious

value serves as the main reference of students in

acting and making decisions, including when

choosing teaching profession. The important issue is

what core values should be the reference for

teaching profession. Hypothetically, pedagogical

and social values seem to be the spirit of the

teaching profession because it is not high status but

a caring professional. Scientific values can be

considered as the substance of teaching profession,

because professional considerations can only be

done by teachers or prospective teachers who

actually have comprehensive knowledge and

competence in the field of education.

According to Spranger, psychological

approximation to human life is not done via

abstractions of science but with the perspective of

and appreciation of cultural values. Human

personality is formed and rooted in the framework of

cultural and historical values. Nevertheless,

Spranger still recognizes individual strengths he

refers to as subjective spirit. Meanwhile, the power

of cultural values is the spirit of the objective

spirit. Spranger places subjective spirit in the

primary position, because cultural values will only

grow and survive if it is supported and internalized

by individuals (Edward in Kartadinata,

1998). Humans do not acquire values passively but

actively and creatively. Both spirits are

reciprocal. Objective spirit will grow if supported by

the subjective spirit, meanwhile subjective spirit can

be formed and developed with the objective spirit as

ideal foundation to be achieved or realized.

Spranger views culture as a system of values,

and he classifies the cultural values into six types of

value, namely theoretical value, economic value,

aesthetic value, religious value, social value, and

political value. The first four values (theoretical,

economic, aesthetic, and religious) are classified by

Spranger into the values pertaining to human as an

individual, while the last two (social and political)

are values that are associated to human as member

of society (Suryabrata in Kartadinata, 1998). The six

values are reflections of the subjective spirit which

refer to the objective spirit. On the basis of this

framework, Spranger formulated humans into six

types of personality referring to the types of their

values.

Classification of humans into the six personality

types, according to Spranger, serves as an ideal

classification. In reality, however, all of the values

exist within humans, although one value might be

more dominant than the others. Spranger still

recognizes the freedom of individuals to choose a

value. The responsibility to implement the value

remains on the individual: there is no cultural

content into meaningful except to the extent that

those values appear on the attitude and soul of a

human. This study also found that there is nothing

wrong with the configuration of the reference values

of the students, but institutionally there should be

measures to strengthen the core values that should

be the main identity of teaching profession.

Based on the phenomenon of the process of

searching and selecting work and aforementioned

other research findings, it is assumed that vocational

field has not become a top priority in the life of a

The Conﬁguration of Career Identity Factor of Prospective Students at Indonesia University of Education

student. This condition provides evidences to at least

two conditions. Firstly, teenagers are less earnest in

exploring various career possibilities. Secondly,

there seem to be lack of firmness established by

teenagers towards vocational choice and lack of

ability to be committed with the options that have

been set. According to Marcia (Waterman in Marcia,

et al., 1993) both conditions are respectively referred

as exploration and commitment.

Due to the importance of achieving vocational

identity in adolescence and the risk posed by the

failure in achieving the identity, supports from

adults around teenagers, in this case parents,

educators, and counselors, are indispensable. This is

in accordance with Josselson (Archer, 1994) who

suggested that "…because identity forms the

foundation of adult life, as a society we have a large

stake in seeing that this takes place as optimally as

possible". Viewed from the standpoint of guidance

and counseling, and career counseling in particular,

efforts to ensure identity achievement, among

others, can be done by optimizing the function of

internal aspects of individuals and changing social

atmosphere to support achievement of identity (in

Marcia et al., 1993). The effort is based on the idea

that identity in nature is an intersection between the

individual and society (Josselson in Archer, 1994).

Hence, studying individual domain and

environmental context in relation to identity is an

issue that is very relevant in the study of identity

status over the last decade (Kroger, editor, 1993).

Referring to the framework above, dealing with

issues and problems of juvenile vocational identity,

among others, can be approached through the

intervention from guidance and counseling. In the

beginning of guidance and counseling’s emergence,

which originated from the implementation

of vocational guidance, many figures tried to

analyze vocational guidance from several different

viewpoints. Some of the figures, including Bordin

(1943), Happock (1957), Super (1957) and Roe

(1957), had presented theories on career selection or

position. However, the figures’ theories seem to

have their shortcomings. Based on the identified

shortcomings, Holland proposed a theory with a

more comprehensive approach, which integrates the

existing sciences. Furthermore, currently experts

reveal that in attaining vocational identity, one

always refers to the values derived from religion

(Savickas, 2013).

5 CONCLUSIONS

Based on the results of a study of 15 programs

involving 748 students, it is found that the students’

work culture is high, while the students’ interest in

teaching is low. In terms of students’ reference value

orientation, the highest is religion, followed by

economic, social, scientific, aesthetics, and power as

the lowest. Such high working culture high but low

teaching interest demonstrates the need for

ethnocultural guidance services. There are a couple

of recommendations related to the completion of the

research objectives: (1) there is a need for improved

selection system for prospective teachers so students

who are admitted in education programs of UPI

already have an interest in teaching from the

beginning and not merely based on the score of

selection tests; (2) it is also necessary for UPTLBK

(Guidance and Counseling Bureau) of UPI to design

programs which provide services to students to be

able to reorient the their interest in teaching; and (3)

an ethnocultural-based career guidance service

model for strengthening prospective teachers’ career

identity seem to be essential to be supported in UPI

policies in macro scope, aligned with the

development of lecturers’ capability as a role model

for prospective teachers and the development of

institutions’ capacity and teachers that they

strengthen UPI’s identity as a education university is

parallel with the development of students’ career

identity.

ACKNOWLEDGEMENTS

This research was made possible through the support

of Indonesia University of Education (UPI) through

the Bureau of Research and Community Services

through a grant scheme on Ethnopedagogy Research

2016 and Technical Implementation Unit of

Guidance and Counseling (UPT-LBK) UPI.

REFERENCES

Adelson, J. (Ed.). 1980. Handbook of adolescent

psychology. Wiley.

Akkerman, S.F., Meijer, P., 2011. Concpetualizing teacher

identity: A dialogical approach. Teachers and Teacher

Education, 27 (2), 308-319.

Alsup, J., 2006. Teacher identity discourse. Mahwah, NJ:

Lawrence Erlbaum.

Altay Eren. 2012. Prospective teachers’ interest in

teaching, professional plans about teaching and career

ICES 2017 - 1st International Conference on Educational Sciences

choice satisfaction: A relevant framework?. Australian

Journal of Education, Vol. 56, No. 3, 303–318

Archer, S. L. (Ed.). 1994. Interventions for adolescent

identity development. Thousand Oaks, CA: Sage.

Auxier, C. R., Hughes, Frances R., Kline, W. B., 2003.

Identity Development in Counselors-in-Training.

Counselor Education and Supervision. Volume 43.

Danielewicz, J. 2001. Teaching selves: Identity, pedagogy

and teacher education. Albany, NY: State University

of New York Press

Donna M. G., Colette T. D., Julie M. M., 2010.

Professional identity development: A grounded theory

of transformational tasks of new counselors. ACA

Journal.

Hidi, S. 2006. Interest: A motivational variable with a

difference. Educational Research Review, 7, 323–350.

Kaye W. N., Shelley A. J. 2003. Professional counselor

identity development: A Qualitative study of Hispanic

Student Interns. Counselor Education and

Supervision. Volume 43.

Kroger, J., 1993. Discussion on Ego Identity. Psychology

Press. New York. USA.

Leijen, A., Kullasepp, K. 2013. All road lead to rome:

Developmental trajectories of students teachers

professional and personal identity development.

Journal of Constructivist Psychology, 26 (2), 104-114.

Marcia, J.E. 1993. The relational roots of identity In J.

Kroger (Ed.), Discussions on ego identity (pp. 101-

120). Hillsdale, NJ: Lawrence Erlbau

Marcia, J.E., Waterman, A.S., Matteson, D.R., Archer, S.

L., Orlofsky, J. L. 1993. Ego identity: A handbook for

psychosocial research. New York: Springer.

Mussen, P.H., Conger, J.J., Kagan, J. 1990. Child

development and personality. New edition, Harper

International Edition.

OECD ANNUAL REPORT 45th Anniversary. 2005.

OECD Publishing. France.

Özsoy, G., Özsoy, S., Özkara, Y., Memis, A.D. 2010.

Factors affecting pre-service teachers’choice of

teaching as a profession. Elementary Education

Online, 9 (2), 910–921

Prayitno. 2009. Dasar Teori dan Praktis Pendidikan.

Jakarta: Grasindo

Savickas, M.L. 2013. Career construction theory and

practice. In R.W. Lent and S.D. Brown (Eds.), Career

development and counselling: Putting theory and

research to work (2nd ed. pp. 147–183). Hoboken, NJ:

John Wiley and Sons.

Supriyadi, G., Triguno. 2001. Budaya kerja organisasi

pemerintah. Lembaga Administrasi Negara Republik

Indonesia. Jakarta.

The Conﬁguration of Career Identity Factor of Prospective Students at Indonesia University of Education