Hubungan Persepsi tentang Pembelajaran di Sekolah, Kompetensi Profesional dan Kompetensi Pedagogik dengan Kesiapan Menjadi Guru SMK Program Keahlian Teknik Ketenagalistrikan pada Mahasiswa PTE UM

ABSTRACTSari, Dyah Ayu Puspita. 2019. The Perception Relationship of Learning in School, Professional Competence and Pedagogical Competence with Readiness Become a Vocational High School Teacher in The Electricity Engineering Expertise Program at student of PTE UM. Thesis, Education of Electrical Engineering, Department of Electrical Engineering, Faculty of Engineering, State University of Malang. Advisor: (I) Dr. H. Hakkun Elmunsyah, S.T., M.T. (II) Drs. Hari Putranto, M.Pd. Keywords: Perception of Learning in School, Professional Competence and Pedagogical Competence to Readiness become a Vocational High School Teacher in the Electricity Engineering Expertise Program.One of the study programs at Malang State University is a Bachelor of Electrical Engineering Education Study Program with the competency in the field of electro expertise. The S1 Electrical Engineering Education competency in the field of electro expertise is prepared to become a candidate for the vocational teacher of the Engineering Expertise Program through mastery in the fields of engineering and education. This study aims to:(1) Describe(a) student perceptions of learning in school (X1),(b) professional competence (X2),(c) pedagogical competence (X3), and(d) readiness to become a vocational teacher in the Electricity Engineering Expertise Program (Y);(2) reveal the significance and relationship X1 and Y;(3) reveal the significance and relationship X2 and Y;(4) reveal the significance and relationship X3 and Y; and(5) reveal the significance and relationship X1, X2 and X3 simultaneously with Y.The research used quantitative with a descriptive correlational design. The population of this research are college students of S1 PTE with the competency in the field of Electrical Engineering with 92 respondents. Sampling technique used was saturated samples with instruments in the form of questionnaires. Data analysis used descriptive statistical analysis, normality test, linearity test, multicollinearity, heterosensity test, and autocorrelation test. The results of the study show that:(1) the levels of X1, X2, X3 and Y are in the high category;(2) X1 had a significant positive effect on Y;(3) X2 had a significant positive effect on Y;(4) X3 had a significant positive effect on Y, and(5) X1, X2 and X3 simultaneously had a significant positive effect on Y.Conclusions:(1) the level(a) of the X1 variable in the high category with the conformation indicator in the highest order;(b) variable X2 in the high category with indicators developing PKB with reflective actions at the highest order;(c) X3 variables in very high categories with learning outcomes evaluation indicators in the highest order;(d) Y variable in the high category with indicators of readiness to manage learning in the highest order;(2) X1 has a significant positive effect on Y;(3) X2 has a significant positive effect on Y;(4) X3 has a significant positive effect on Y, and (5) X1, X2 and X3 simultaneously have a significant positive effect on Y