| Issue |
SHS Web Conf.
Volume 182, 2024
The 5th Annual Conference on Education and Social Sciences (ACcESS 2023)
|
|
|---|---|---|
| Article Number | 02006 | |
| Number of page(s) | 9 | |
| Section | Learning Media and Digitalization | |
| DOI | https://doi.org/10.1051/shsconf/202418202006 | |
| Published online | 06 February 2024 | |
The Effectiveness of Learning Tools Development Guidance on the Success of Students’ Field Practice in the Professional Education Teacher Program at the Early Childhood and Elementary School Level
1 Universitas Mataram, Biology Education Department, Mataram, Indonesia
2 Universitas Mataram, Physics Education Department, Mataram, Indonesia
3 Universitas Mataram, Early Childhood Education Program, Mataram, Indonesia
4 Universitas Mataram, Primary School Teacher Education Department, Mataram, Indonesia
* Corresponding author: l.wirazainamrullah@unram.ac.id
This study aims to determine the effectiveness of learning development guidance on the success of students’ field practice of teachers in the professional education program for Early Childhood and Elementary School. The population in this study were all professional education students in the Kindergarten and Elementary School Classes of 2022 Faculty of Teacher Training and Education, University of Mataram. The sample used was students in Early Childhood and Elementary Schools who were taken using a proportional random sampling technique. The variables used in this study consisted of independent variables, namely the effectiveness of the supervisor’s role in the development of learning tools (X), as well as the dependent variable, namely the success of field practice (Y). The data obtained were analyzed using the SPSS application version 21. The data analysis used was descriptive statistical data, normality test, and linear regression analysis test. Thus, the results showed that guidance on the development of learning tools by both tutors and supervisors on the success of students’ field practice in the professional education program at the Kindergarten and Elementary School levels proved to be effective, with the resulting effectiveness level of Early Childhood about 33.5% and 8.5% for Elementary school.
© The Authors, published by EDP Sciences, 2024
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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