Disparity in Profile of DPTEI FT UNY Professional Teacher Education Students in Completion and Fulfillment of Teacher Competencies

Abstract

Pre-service PPG participants who come from undergraduate backgrounds in education and non-education can have an impact on the achievement and fulfillment of different teacher competencies. The research was conducted to: (1) describe the profile of students participating in the pre-service PPG program, (2) determine the achievement of teachers' professional competencies, and (3) determine the level of disparity and achievement and fulfillment of teacher competencies. The research design applied is quantitative descriptive research. Descriptive research is intended to collect information regarding the factors that cause disparities in PPG students. The method used in this research is a survey method. The population used was pre-service PPG students at UNY consisting of two waves, namely the first and second waves. The research sample applied used a purposive sampling technique of 112 students consisting of the electronics education study program (15 people), the first wave of the informatics education study program (20 people), and the second wave (77 people). These respondents were given a questionnaire developed based on a literature review. Data collection techniques were carried out by observation, filling out questionnaires, and structured interviews. Data analysis uses quantitative descriptives which are presented in the form of mean, median, mode, standard deviation, frequency. All calculations in this data analysis use SPSS or other tools. The research results showed that there were 71.4% male respondents and 28.6 female respondents. There are 57.1% bachelor's degrees in education; and others 42.9%. Respondents' mastery of basic teacher competencies while participating in the Pre-Service PPG was 57.1%. There are 18.4 very mastery and 25.4 quite mastery. These results indicate that there are disparities in the completion and fulfillment of teacher competencies.