THE EFFECT OF TEACHING SKILLS PRACTICE EXPERIENCE (PKM) AND MOTIVATION TO BECOME A TEACHER ON READINESS TO BECOME A TEACHER (A STUDY OF STUDENTS OF THE BACHELOR OF EDUCATION STUDY AT THE FACULTY OF ECONOMICS AND BUSINESS, STATE UNIVERSITY OF JAKARTA)

Abstract

This study examines the effects of Teaching Skills Practice (Praktik Keterampilan Mengajar—PKM) experience and motivation to become a teacher on readiness to enter the teaching profession. The respondents were 185 bachelor of education students at the Faculty of Economics and Business, Universitas Negeri Jakarta. Data were collected through questionnaires and analyzed using descriptive statistics, instrument testing, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination. All questionnaire items were valid and the three constructs demonstrated high reliability. PKM experience has a positive and significant effect on teacher readiness (B = 0.299; t = 3.249; p = 0.001). Motivation to become a teacher also has a positive and significant effect (B = 0.659; t = 8.105; p < 0.001). Simultaneously, both predictors significantly affect teacher readiness (F = 283.582; p < 0.001) and explain 75.7% of its variance. Motivation shows the larger regression coefficient, but practical teaching experience remains a significant source of professional preparation. Teacher-education programs should integrate structured pre-practicum preparation, mentored teaching, systematic reflection, and career-motivation development to strengthen graduates’ readiness.