Experience in the Teaching Practice Program, Creativity, and Locus of Control for Preparedness to Become Teachers in the Industrial Revolution Era 4.0

Abstract

This study aimed to determine the readiness of students to become teachers in the industrial revolution era 4.0. Education progress is closely related to the industrial revolution 4.0, which supports the learning process wherever you are. Students' perceptions of the teaching profession by developing the competence of prospective teachers in the Covid 19 situation through the experience of teaching practice programs in schools by increasing creativity through various technological advances and the times. To create the next generation of the nation who is superior, able to compete, and ready to become competent and professional teachers of the industrial revolution era 4.0. This study uses a quantitative approach in data collection, using a survey method. In managing the results of this study using the Slovin formula to represent the entire population of 755 and using a Likert scale to measure the experience of teaching practice programs, locus of control and student readiness to become teachers in the era of the industrial revolution 4.0 regarding a series of statements given in the form of a questionnaire, and distributed online. Via google form. The research sample consisted of 261 teacher candidate respondents who had finished implementing the teaching practice program in Jambi Province of Indonesia. SEM-PLS analyzed the collected data. The results of this study are 1) The formation of the skills of prospective teachers in teaching and guiding students in real terms at school by continually improving and developing teacher competencies needed by students in the era of the industrial revolution 4.0, 2) Through the experience of teaching practice programs in schools obtaining more references to learning media through combining learning methods and models that students currently need. 3) The role of campuses and schools can realize innovative education through improving the quality of education, equitable distribution of education, and expanding access through relevance in learning prospective economic teachers in the era of the industrial revolution 4.0.