Motivation and Work Orientation to Be a Teacher

for Students of the Family Welfare Vocational Education (PKK)

Department of Engineering Faculty UNNES

Saptariana, Joko Sutarto, Kardoyo, Muhammad Ansori

Universitas Negeri Semarang, Indonesia

Keywords: Motivation, Professional Teacher, Work Orientation

Abstract: Education in LPTK can maximumly create professional teacher candidates if the students have strong

motivation and contrarily will be of low quality if the students have low motivation in becoming teachers.

The low motivation can happen because students do not focus on motivating themselves to become

professional teacher candidates. Students who have low motivation in learning and being professional

teachers are one of the issues that must be noticed by managers of education study programs at the LPTK.

The symptoms of the students’ low motivation to become teachers shall be mapped properly so that

managers can appropriately apply policies so that their motivation to become teachers is maximum. The

problem formulation of this study are: 1). How is the motivation to become a teacher in the students of

Family Welfare Vocational Education Department of UNNES, either in the Culinary Education

Department, Fashion Education Department, and Beauty Education Department 2). How is the prioritized

work choice for students majoring in Family Welfare Vocational Education Department of UNNES when

they graduate. 3) What is the main reason behind the prioritized work choice of students majoring in Family

Welfare Vocational Education Education of UNNES when they graduate. The research type is descriptive,

with the research object are students majoring in Family Welfare Vocational Education Department which

consists of Culinary Education Program, Fashion Education and Beauty Education. The research uses

instrument of a closed questionnaire with the choice of answers provided. Data analysis used is descriptive

percentage. The result of the study shows that the Family Welfare Vocational Education Department

students have a high motivation to become teachers and the work field that most interest them is becoming

entrepreneurs. This is because the Family Welfare Vocational Education is a department that focuses on

skills so that it allows students to develop their skill to open their own businesses.

1 INTRODUCTION

Education has a very important role in ensuring the

development and survival of a nation. The provision

of education for candidates of professional educators

is organized by Lembaga Pendidikan Tenaga

Kependidikan/Education Institution of Education

Personnel (LPTK). The LPTK can be in the form of

the Sekolah Tinggi Keguruan Ilmu

Pendidikan/Teacher Training College (STKIP),

Institut Keguruan Ilmu Pendidikan/Teacher Training

Institute (IKIP), the Teaching and Education Faculty

(FKIP), the Education Study Program at the

University and the University of Education.

LPTK as the institution that creates professional

educators has a main task to provide education

prospective educators in all education levels and the

expertise. Based on data from the Director General

of Higher Education of the Ministry of Education

and Culture, the number of LPTKs as of April 2015

was 421 consisting of 12 previously State IKIP, 28

State FKIP, 1 FKIP of Open University/Universitas

Terbuka (UT) and 380 Private LPTK. The numerous

amount of LPTKs is a burden for LPTK managers

since they need to compete and produce qualified

graduates.

Serious thinking and professional attitudes from

LPTK organizers are needed to improve the quality

of the graduates, thus there is a sense of pride in all

graduates. The quality of graduates produced by the

LPTK will be strongly related to various things

ranging from the service of administrative staff,

lecturers/teachers, curriculum, learning places-both

Saptariana, ., Sutarto, J., Kardoyo, . and Ansori, M.

Motivation and Work Orientation to Be a Teacher for Students of the Family Welfare Vocational Education (PKK) Department of Engineering Faculty UNNES.

DOI: 10.5220/0009014405190524

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 519-524

ISBN: 978-989-758-411-4

519

theory and practice (laboratory), students' insight

into education, and all means of supporting the

teaching and learning process in LPTK, as well as

the academic ambience that is created.

In connection with the above issues, we must

find ways to improve the role and quality of LPTK

in creating professional teachers. LPTK shall

formulate the steps to improve the quality of its

graduates through the education process it does.

The education process in LPTK can be

maximized if students have strong motivation to

complete their education in LPTK in order to prepare

themselves as professional teacher candidates. LPTK

as an institution that organizes education programs

for prospective teachers which is expected to

produce professional staff must be able to carry out

the education process to the fullest. One thing that

must be done is to make the students to focus on

motivating themselves to become professional

teacher candidates.

Students who have lack motivation in learning

and low motivation to become professional teachers

are one of the issues that must be addressed by

managers of education study programs. A symptom

of low motivated/interes students in working as a

teacher when they graduate must be able to be

mapped correctly so that managers can appropriately

apply policies in order to maximumly motivate the

students to become teachers when they graduate.

The policy needs to be applied because it is in

accordance with the objectives of the education

study program which is to be able to produce

professional teachers.

When students graduate from LPTK, they are not

required to devote their knowledge by becoming a

teacher because they can also work in other fields

such as becoming independent instructors, education

consultants or entrepreneurship. The problem is,

when the students are not interested in becoming a

teacher since the learning process happens, it means

that there is something wrong in the handling of the

learning motivation. It is considered as wrong

because they must be given awareness that they are

studying in the education study program, which is a

study program whose learning objectives are to

create professional teacher candidates.

Family Welfare Vocational Education

Department (PKK) of Faculty of Engineering of

UNNES has a mission in creating graduates that is:

"The excellence is that the graduates are designed as

candidates for teachers, scientists and or

professionals who own competence in the ability of

Family Welfare Vocational Education " with the

following characteristics:

1. Family Welfare Vocational Education lecturer

which includes: culinary, fashion and beauty

2. Family Welfare Vocational Education

researchers which includes: culinary, fashion

and beauty

3. Family Welfare Vocational Education

entrepreneurship in the field of PKK which

includes: culinary, fashion and beauty

4. Family Welfare Vocational Education

professionals which includes: culinary, fashion

and beauty ability

At present, the education study program in LPTK

has been challenged by the enactment of Law No. 14

concerning Teachers and Lecturers, which in article

12 states that "Every person who has a certificate of

educator, has the opportunity to be appointed as a

teacher in certain education units, while those who

have the right to have a certificate of educator

through teacher professional education/pendidikan

profesi guru (

PPG) are not restricted to LPTK

graduates but open to all S1/D4 graduates without

exception. Thus, the teaching profession becomes an

"open profession" for anyone who has a certificate

of educator, not necessarily a graduate of LPTK. The

person might have a certificate of educator from the

Teacher Professional Education but his S1 degree is

a non-education.

This implies that opportunities for LPTK

graduates are reduced because they have to compete

with graduates from non-LPTK. If this is not

anticipated, there is a possibility that the existence of

LPTK will be gone, especially if the LPTK graduates

themselves are not enthusiastic to become

professional teachers when they graduate. To

anticipate this, it takes hard work from LPTK

organizers to improve their role so that their students

have a high spirit to be ready to work as professional

teachers.

Judging from the curriculum and education

process, education in engineering/vocational LTPK

(Civil/Building Engineering, Mechanical

Engineering, Automotive Engineering, Electrical

Engineering, Electronics Engineering, Computer

Engineering, Family Welfare Vocational Education

Education, Culinary Education, Fashion Education,

Beauty Education or other vocational education) is a

type of vocational education that aims to prepare

graduates not only academically smart but also have

the skills to be ready to work.

It needs a high motivation of an LPTK student to

become a teacher. It must not about how much

money (salary) they will obtain as a teacher since it

does not worth the sacrifice of energy and mind. The

novelty of a teacher's job must support the

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

520

enthusiasm in becoming a teacher, moreover with a

saying that says "Teacher is a Selfless Hero".

A teacher, as a professional, must be able to

implement the national education system and realize

the national education objective, which is to develop

the potential of students to become a human who is

faithful and fearful of God Almighty, noble, healthy,

knowledgeable, capable, creative, independent, and

a citizen who is democratic and responsible.

There are many reasons that motivate a student

to become a teacher when he/she graduated

(Redhoparamita, 2013), including:

1. Get to know various characters. Being a teacher

means getting to know various characters,

starting from students who are smart, kind,

diligent, to the lazy extraordinary ones. Being a

teacher means he/she must be able to

communicate with various kinds of characters.

2. Become a source of knowledge. A teacher is

considered as a storehouse of knowledge.

Therefore, the teacher should have broad

knowledge. Students will certainly be delighted

immeasurably when the teacher is able to

answer all questions they inquire.

3. Train the patience. Teachers should be grateful

because they can learn to control themselves in

facing students with various characters.

4. Expand the knowledge. Many students think

critically nowadays. Teachers should anticipate

this by expanding their knowledge through

various sources.

5. Share the knowledge. Sharing knowledge is

very, very special. When we share material

object, it can be shared. However, if we share

knowledge, it will never run out, but will be

even increasing.

6. A means to help others. Being a teacher is also a

means to help others, by sharing the knowledge

we have and helping to direct their lives towards

a better path.

7. A means to build a nation. The key to a nation's

progress lies in education

8. One learning means to educate and explore

children's potential. This potential is an

interesting thing because every year new

challenges will always emerge followed by new

potential to succeed. It means educating new

seeds with new innovations and improvisations

by guiding the, in order to create a qualified

generation.

9. Helping student to become successful. Students’

success will lead to the continuation of a

teacher's career. Every student who does not

know a matter and then learn to know it through

the help of the teacher, will give the teacher a

feeling of happiness, and when a student who is

predicted not bright in the class can be

successful in the hands of the teacher, this can

eliminate the stress due to the work. Let us

imagine the feeling when a student is successful

because of the hard work of the teacher.

Daoed Yoesoef (1980-

anitaiskhayati.wordpress.com) says, a teacher has

three main tasks, which are professional, human, and

social task. When related to a discussion regarding

culture, then the first task relates to logics and

aesthetics, the second and third tasks relate to ethics.

The professional duties of a teacher are to continue

or transfer knowledge, skills and other similar values

that are unknowledgable for children and should be

known by them.

Human tasks means the tasks of helping students

to fulfill their main and humanity tasks as well.

These human tasks consist of self-transformation,

self-identification and self-understanding,

comprehensive and integrated. Teachers, through

education, should be able to help students to develop

the power of thinking or reasoning in such a way

that they are able to participate creatively in the

process of cultural transformation that leads to

civilization in order to improve their own lives and

the lives of the entire community in which they live.

Educating children does not mean teaching them

only a set of knowledge. Educating means teaching

the children from an early age the ability to be ready

and capable to face the challenges of the future

world that will become their place of life. This

means instilling curiosity and a sense of love for

lifelong learning, creativity, courage to express

opinions and expression, and appreciation of all

forms of difference (among people).

Based on the background of the problem, the

formulation of the problem from the research

conducted are:

1. What is the level of motivation to become a

teacher a student majoring in Family Welfare

Vocational Education Department of UNNES,

either Culinary Education Study Program,

Fashion Study Program, Beauty Education

Study Program graduates?

2. What is the choice of work that is prioritized by

students majoring in Family Welfare Vocational

Education Department of UNNES when they

graduate?

3. What is the main reason behind the choice of

work area that is prioritized by students

majoring in Family Welfare Vocational

Motivation and Work Orientation to Be a Teacher for Students of the Family Welfare Vocational Education (PKK) Department of

Engineering Faculty UNNES

521

Education Department of UNNES when they

graduate?

2 RESEARCH METHOD

The research analysis is descriptive, with the object

of research are Family Welfare Vocational

Education majoring students consisting of students

of Culinary, Fashion Education and Beauty

Education Study Program. The research uses an

instrument of a closed questionnaire with the choice

of answers provided. According to Suharsimi

Arikunto (2013: 128), a questionnaire is "a number

of written questions used to obtain information from

respondents in the sense of reports about his

personality, or things he knows". Questionnaire in

this study is a closed questionnaire from the answers

that have been given, and the respondent only need

to choose the answers provided.

A good measuring instrument must meet the

requirements of validity. "Validity is a measure that

shows the levels of correctness or legality of an

instrument" (Suharsimi Arikunto 2013: 211). The

collected data is analyzed using a percentage

description to find out how much the motivation of

students to become professional teachers.

3 RESULT

Data of work orientation motivation to become a

teacher in the Culinary Education study program can

be seen in the Table 1.

Table 1: Work orientation motivation to become a teacher

in the Culinary Education.

Criteria Percentage

High 10 =3.98%

Fair 132= 52.59%

Low 92=36.65%

Very Low 17=6.77%

While the data of work orientation motivation to

be a teacher in Fashion Education study program can

be seen in the Table 2.

Table 2: Work orientation motivation to become a teacher

in the Fashion Education.

Criteria Percentage

High 56 =25.57%

Fair 85= 38.81%

Low 61=27.85%

Very Low 17=7.72%

Data of work orientation motivation to be a

teacher in Beauty Education study program can be

seen in the Table 3.

Table 3: Work orientation motivation to become a teacher

in the Beauty Education.

Criteria Percentage

High 27 = 10.5 %

Fair 145 = 56.42 %

Low 84 = 32.68 %

Very Low 1 = 0.38 %

Data of work orientation motivation to be a

teacher in Family Welfare Vocational Education

Department can be seen in the Table 4.

Table 4: Work orientation motivation to become a teacher

in the Family Welfare Vocational Education.

Criteria Percentage

High 93 = 12.79 %

Fair 362 = 49.80 %

Low 237 = 32.60 %

Very Low 35 = 4.8 %

Data of Culinary students based on the areas of

work that they are interested can be seen in the

Table 5.

Table 5: Culinary students’ interest.

Interesting Area of Work Amount (percentage)

Teacher 2 = 38.8 %

Government

(central/department)

1 = 5.5 %

Government (local) 1 = 5.5 %

Government (BUMN, BUMD) 3 = 16.6 %

Private (service) 2 = 11.1 %

Self-employed 8 = 44.4 %

Others 1 =5.5 %

From the table above, the area of work that are

interesting to the Culinary students are as follows:

teacher = 38.8%, government (Central/Department)

= 5.5%, Government (Local) = 5.5%, Government

(BUMN/BUMD) = 16.6% private (services) =

11.1%, self-employed = 44.4%, others = 5.5%.

Data of Fashion students based on the areas of

work that they are interested can be seen in the

Table 6.

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

522

Table 6: Fashion students’ interest.

Interesting Area of Work Amount (percentage)

Teacher 8 = 53.33 %

Government (local) 1 = 6.67 %

Private (service) 1 =6.67 %

Self-employed 4 = 26.67 %

Others 1 = 6.67 %

From the table above, the area of work that are

interesting are as follows: teacher = 53.33%,

government (Central/Department) = 6.67%,

government (local) = 5.5%, private (services) = 6.67

%, self-employed= 26.67%, others = 6.67%.

Data of Beauty students based on the areas of

work that they are interested can be seen in the

Table 7.

Table 7: Beauty students’ interest.

Interesting Area of Work Amount (percentage)

Teacher 3 = 16,67 %

Government

(central/department)

4 = 22,22 %

Government (BUMN, BUMD) 2 = 11,11 %

Private (service) 1 = 5,56 %

Self-employed 6 = 33,33 %

Others 2 = 11,11 %

From the table above, the areas of work that are

interesting are as follows: teacher = 16.67%,

government (Central/Department) = 22.22%,

Government (BUMN/BUMD) = 11.11% private

(services) = 5, 56%, self-employed= 33.3%, others =

11.11%.

Data of Family Welfare Vocational Education

students based on the areas of work that they are

interested can be seen in the Table 8.

Table 8: Family Welfare Vocational Education students’

interest.

Interesting Area of Work Amount (percentage)

Teacher 13 = 24,07 %

Government

(central/department)

5 = 9,26 %

Government (local) 5 = 9,26 %

Government (BUMN, BUMD) 5 = 9,26 %

Private (service) 4 = 7,40%

Self-employed 18 = 33,33%

Others 4 = 7,40%

From the table above, the area of work that are

interesting to Family Welfare Vocational Education

Department students are: teacher = 24.07%,

government (Central/Department) = 9.26%,

Government (local) = 9.26%, Government

(BUMN/BUMD) = 9.26%, private (services) =

7.40%, self-employed = 33.33%, others = 7.40%.

Motivation of students of Family Welfare

Vocational Education Department, either of

Culinary Education, Fashion Education, Beauty

Education and Family Welfare Vocational Education

Study Program to become a teacher is in the fair

category, while the interesting areas or work for the

four study programs are different. Most students of

the Culinary and Fashion Education Study Program

wish to become teachers when they graduate, while

students of Beauty and Family Welfare Vocational

Education Study Program mostly want to be

entrepreneurs when they graduate.

The different trend of percentage in the study

program related to the motivation to become a

teacher must be a concern for managers of Family

Welfare Vocational Education department because

the study programs in the department are education

study programs that produces graduates whose main

objective is to become a teacher, then other choices

of work area. Therefore, the manager of Family

Welfare Vocational Education department must

provide more good information regarding teachers

and their future so that students will show interest in

becoming teachers when they graduate.

5 CONCLUSION

In Culinary Education and Fashion Education Study

Program, most students want to become teachers

when they graduated, while students in Beauty and

Family Welfare Vocational Education Study

Program mostly want to be entrepreneurs when they

graduated.

There are different motivations of the students

from study programs in Family Welfare Vocational

Education department becomes an information that

must be addressed appropriately by the Family

Welfare Vocational Education department manager

so that the policies of curriculum preparation and

completeness of lecture facilities and infrastructure

can be appropriately applied by all leaders in the

Family Welfare Vocational Education Department

of Faculty of Engineering of Universitas Negeri

Semarang.

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Application on Green Technology

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