PENGARUH MOTIVASI MENGAJAR DAN PRESTASI BELAJAR MAHASISWA TERHADAP KESIAPAN MENGAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI FAKULTAS EKONOMI UNIVERSITAS NEGERI JAKARTA

ABSTRACT MOHAMAD IQBAL, Influences of teaching motivation and student learning achievement on university students’ teaching readiness in Economic Education Programme Faculty Of Economics State University of Jakarta. Skripsi. Jakarta: Cooperation Economic Education Concentration, Economic Education Programme, Economic and Administration, Majors, Faculty of Economics, State University of Jakarta, July 2014 This research aims at determining how much influences of teaching motivation and student learning achievement on university students’ teaching readiness, conducted at May 2014. This study uses a survey method with the correlational approach. In this research, the population is 249 university students of Economic Education Programme, Economic and Administration 2011, Majors, Faculty of Economics, State University of Jakarta, and then 124 university students are the population sampled. Results of data analysis technique as follows: all variables on this study have normal distribution and satisfy the assumption of linearity. Obtained multiple regression equation: Ῡ = 5,660 + 0,832X1 + 17,632X2. Test of regression coefficients simultaneously using ANOVA tables. This shows a significant and influential regression simultaneously, test of partial correlation using correlation tables. Test of teaching motivation variable (X1) gets tcount = 7,130 and t =1,984. This indicates that teaching motivation variable (X1) in influence of teaching readiness variable (Y). Test of learning achievement variable (X2) gets tcount = 5,623 and t = 1,984. This indicates that learning achievement variable (X2) in influence of Y variable. Test of coefficients of determination yields R2 critical = 0.441. This indicates that 44,1 % of teaching readiness variable (Y) influenced by teaching motivation variable (X1) and learning achievement variable (X2). Regression model in this study free of aberrations of classical assumption, that is the absence of symptoms of multicolinerity and heteroscedasticity. From this research can be drawn the conclusion that there is the positive influences of teaching motivation and learning achievement on the university students’ teaching readiness. Keywords: teaching motivation, learning achievement, and teaching readiness