Semlnar on Teacher Educatlon

Preparing Future Teachers: lslam, Knowledge and Character
rroceeding of the l-'t lnternational Seminar on Teacher Education, Pekanbaru,
lndonesia. November
S

3N: 987-602-6879-3 1-8

2l

-

22, 2O:t5

PREPARING FUTURE TEACHERS:
ISLAM, KNOWLEDGE AND
CHARACTER

Proceeding of the 1't lnternationaI
Semlnar on Teacher Educatlon
Faculty of Education and Teacher Training
Universitas lslam Negeri

Sultan Syarif Kasim Riau
Pekanbaru, November 2L - 22, Z}LS

Editors:

Abdul Hadi
Hasanuddin
Susitawati
Theresla Lidya Nova

"lt''r4m

w$hi rl"::ir"+tll:i

ti

Preparing Future Teachels: lslam, Knowtedge and Character

Proceeding of the L't lnterna{onat Seminar on Teacher Education, Pekanbaru, lndonesia. November 2t - 22,z}ts
ISBN: 987-502-6879-31-8

Titte

:

Edltors
lay-out
Cover

Design

ISBN

Preparing Future Teachers: lslam, Knowledge and Character
Proceeding of the l't lnternational seminar on Teacher Educatton

' Abdut Had'u Hasanuddln, Susitawati and Theresia Lidya Nova
: Hasanuddln
: Hasanuddin

:987-602-6879-31-8

First Pubtished in Aprit, 2016

xviil 843 pages. 290 x 2L0 mm

Pubtished by:

ffi

l(mriEdn}Id
ildrdq%

Faculty of Educatlon and Teacher Training, Universitas ldam Negeri Sultan Syarif
Kaslm Riau in Cooperation with CV. Kreasi
,

Edukasi,

Iil

h1:rnry

Err

Iuture Teachers: Islam, Knowledge and Character
edrq of the 1't lnternational Seminar on Teacher Education, Pekanbaru, lndonesia. November 21" - 22, 2A15
987-602-6879-3L-8

TABLE OF CONTENT

telcoming remarks from the Committee of ISTE 20L5
lbdut HadL MA, Ph.D

TV

ksage

from the Dean of Facutty of Education and Teacher Trainlng
lllftrersitas lslam Negeri Suttan Syarif Kasim Rlau

[tr- H. Mas'ud Zeln, M. Pd.

vi

(ffi{ial opening

remarks of ISTE 2015
krtor of Suttan Syarif Kasim State lslamic University of Riau
Dr. H. Munzir Hitaml MA.

hf

vtu.

ETHOTE SPEECH PRESENTATIONS
Rrture Paradigm of Education: Bridging Characters and lnnovation
Prof. Dr. Ramtee Mustapha {UPSI, Malaysia)..
Preparing Future Teachers' Knowtedge and Character
hof. Dr Muhammad Sirozi (UlN Raden Fatah)

h

Search for Quatity Education through Teacher Educatlon: Student Teachers'
l.lotives and ls[amic Character Education
*nirul Mukminin,M. Sc. Ed., Ph. D (Uniu Jambi fndonesia)

13

Strengthenlng Professionatism: Using Conversations to Look
I'lore CarefuLty at Teaching
Adrian Rogers Ph. D (Ohio State Univ.- USINTEC USA)...........

L6

PARALLEL SESSION PAPERS

Pert 1: Teacher Education and Social Sciences and Humanities Education
The Destiny of the Frontliners in Elementary Education: The lmprovement of
Qratifrcatton And Competence of Elementary Education Teachers
Rini Astuti

L7

of

personaltty competence development management in
improvlng teacher's disciptine: A case study in SMP tslam integrated in jambi

lrnplementation
city
Nurhadi Priyanto

25

t"lempersiapkan guru masa depan : Perspektif psikotogi
Tohirin

41

sEARcH FoR euAlrw EDU.AT.N rHRouGH TEA.HER

l-EDUCATION:
STUDENT TEACHERS' MOTMS AND ISLAMIC

I
II
I

CHARACTER EDUCAiloN
Amirul Mukminln, MSc.Ed., PhD.
E"- =rbiUniversity, MSc.Ed.-Gronlngen ,"*r":rJ,J;r?&?. Ftorida State University, Postdoc-Groningen
iambi Universlty

I
I

aorrespondlng e-mai[:amirmuk06@gmall.com

This study, within the theoretica! framework of altruistic, intrinsic, and extrinsic ntotives
I *=.,
{Lortie, 1975; Kyriacou, Hultgren & Stephens, L999; Kyriacou & Coulthard, 2000), aimed to

I
irvest[gate
student teachers' nlotives to enter teacher educatian study program ta
I
become
an
English teacher as a future career at one public university in Jambi. The
I
participants
were 285 English student teachers at Faculty of Teacher Training and
I
pubtic university in Jambi which aims to produce Englkh Teachers. Th[s
Education,
ane
7
study
used
a
mix
of a survey approach and a qualitative case study. There were various

!
motives
that
influenced
male and female student teachers ta become an English teacher
I
in
which
these
motives
were
c{assified into three categories: a{truistic (8 reasons}, intrinsic
I
(6 reasons), and extrinsic motives (7 reasons). Tlte result revealed an interesting finding in
I
*hich extrinsic motives (it provides a good social status) were chosen as the highest
|
motive
influencing male and fema{e student teachers to become a future teacher. Then it
I

*rs followed by altruistic motives (tt has a socially worthwhile job) and intrinsic motives
|
,,, offers opportunties for my academic development). White the findings of qualitative
,
irteruiew data indicated that participants tended to be among the three mot[ves
I
Cltruistic, intrinsig and extrinsic motives). This study provides inforntation for po{icy
I
makers,
school {eaders, researchers, and teacher educators to understand the implications
I
of
the
findings
ln order to frame programs, practices, and policies for improving teacher
I
education
inctuding
[ncorparating lslamic character education in the curiculum for our
I
frture
ln
teachers.
this
study, suggestians for future research, students, teacher education
I
progrant
study
and
university
are also discussed.
I
| @'*ords' student teacher, motives, lslamic character education
I

I
I

I trnr:oduction
I r, - - :'e our future teachers: A lesson
I '- - ---'e- study?
----'/
I

r :

seems that more and more senior
school graduates (females) are
^::rested
in entering teacher
: "r.ation programs, why?
:eacher educatlon still the last

Kyriacou, Huttgren & Stephens, 1999;
& Coutthard,2000), aimed to
tnvestigate student teachers' motlves
to enter teacher education study
Kyri.acou

:h

:
,

tre

resort

1975)?

-o are our future teachers: A lesson

l-r

one study?

s study, wlthin the theoretlcal
*''nervork
-

of attru'stic, lntrlnsic,

:,:'inslc motives (Lortie,

and
7975,

program

to become an Engttsh
a future career at one

teacher as

.

publ.ic university in Jambt.

The partlcipants were 285

QzA,

femates and 65 males) English student
teachers (paft of a larger study on
stu d ent teachers' motives).
This study used a mtx of a survey
approach and a quatitative case study.

PreparinE Future Teachers: lslam, Knowledge and Character
Proceeding of 1" the lnternational Seminar on Teacher Education,
Pekanbaru, lndonesia. November 21 *22,201-s
lSBN: 987-602-6879-3 1-8

Fraparing Future Teachers: lsLam, Knowledge and Character
s'oceeding of the 1" lnternational Semi.nar on Teacher Education, Pekanbaru, lndonesla. November

5B!: 987-602-6879-31-8

Data coilection methods

Questionnaire (altruistic-8 motlves],

htrinsic-6 motlves, and

extrinsic-7

rnotives) adapted from (Lortle, 1975;
(yriacou, Hultgren & Stephens, i.999;
Kyriacou & Coutthard, 2000 Schutz,
[rowder, &. White, 2001; E['ts, 20A3;
(yriacou, Kunc, Stephens, & Huttgren,
2003; Hobson, et al., 2AA4; Lai, Chan, Ko, Bt
So, 2005; Manue[ &. Hughes, 2006;
Richardson & Watt, 2006)
lnterviews with votunteers-Z2 student
teachers related to the three categories of
motivesData Analysis

percentage of each motive, comparing
male and female student teachers, and
coding and themes of interview data.
Who are our future teachers: A lesson

from one study?
Who are our future teachers: A lesson
from one study?
Quatitative data (of 22 participants, onty
one male was witting to be interviewed):
Participant one {Female -week one-Dec
2014): "First time my mother forced me to
be an Englkh teacher , but by the time
unconciously / tove to work with children.
I got the happiness when / could teach
them. Even tough, teaching children is not
an easy thing cause we have to have extra
patience when we teach them. But so far
that is one of the best reasons I have."
Participant one (Femate -week one-Dec
2014): I am so excited working with
chitdren and truty feel like I have found
what I was meant to do. These chitdren
have taught me so much about discovery
imaglnation, curi.osity, joy, and the never
ending journey of learning.
Quatitative data (of 22 participants, onty
one male was wllling to be intervlewed):
Participant three (Female -week three January 201.5): "Good teachers really
inspked me. When I was in junior hi.gh
school, there was a teacher that t tike
most, every student enjoyed studying with
her, it was so fun studingy with her. And I
want to make my students happy when
&ey study with me. "

l4

zl -

22, 2a:.:5

Participant seven {Female -week twoFebruary 20L5): \es, my English teacher is

i [ove the way how he
taught me [n senior hlgh schoo[."
Qualitative data (of 22 participants, only
one mate was wi[tlng to be interviewed):
Participant eieven {Female -week four my inspiration,

provides a vety good social status. Teacher
has so many experiences of education.
There are so many standards that teachers
must have. lt makes them to be seen much
higher af socia! status. Teachers are such
people with something (behavior and
attitude) to fotlow (panutan)."
'Participant nine (Female -week threeFebruary 201^?.' 'Now teacher wil[ not onty
accept for one kind of satary, but many

kinds of sala4t lf we are not teachers
anymore, we sti[ get the salary. I am sure
that by the time there wlll be changes for
teacher satary because teacher has big
roles of education in the wortd."
Lessons from the Findtngs (Mixed)
Females tend to be more interested in

.

.

teaching

Are they ready enough

to be our

future teachers as mandated by the

r
r

Law No 14/20A5 on Teacher Lecturer?
Are they going to be future teachers
with good character (karakter mulla-

akhtaq karimah-Cu rricutum)?

.

What are the implications for teacher
education curriculum (the last resort)
and lslamlc Character Education (no
role models)?
Where are they going to teach after

.

graduation?
Need a [ongitudinal study

impacts

to

see the

of the motives on their

character after graduations and do
services?

Implications

for

teacher education

curricutum and lsl,amic
Education

Character

Amirul Mukmlnin
Character
ln Search for euatity Education Through Teacher Education: Student Teachers' Motives And lstamic
Education

3.

situatlons, where social interaction
and communication skitts come
into play.
Top candidates are intervtewed
and asked to exPtain whY theY have
decided to become teachers, These
capable candidates
ri.gorous teacher
complete
education Program at governrnent

highty

a

expense.

Enland's Success: Educating Teachers

Among young Finns, teachlng

is

(onststently the most admired profession

in regutar opinion potls of htgh school
qraduates (Hetslngtn Sanomat ZAA4i,.

tsecomtng a primary school teacher in
Fintand is a very competitive process, and
only Fintand's best and brtghtest are abte
to futfitt those professional dreams.
Every spring, thousands of htgh school
graduates submit their applications to the
Departments of Teacher Education in eight
Finnish universlties. Normatty [t's not
enough to complete high school and pass
rigorous matrlculation examination,
succeisfuI candidates must have the
highest scores and excellent interpersonal
ski[[s. Annuatty onty about 1 in every 1-0
appticants wilt be accepted to study to
become a teacher in Finnish Primary
schools, for example. Among a[[ categories
of teacher education, about 5,000 teachers
are setected from about 20,000 appticants.
There are two phases to the selection
process for school teacher educatlon: First,
a group of candidates is setected based on
mitricutation examinatlon results, the high
school diptoma issued by the schoo[, and
out-of school
retevant records
accomptlshments.
ln the second phase:
L. Candidates comPlete written
exam 0n assigned books on
pedagogy.
2. Candidates engage ln an observed
cLinical. activity replicating school

a

of

a

The learning outcomes of Flnnish
comprehenslve schools have been
found to be excetlent in international
comparlsons tn the PISA (Programme
for lnternationaI Students Assessment)
studies carried out bY OECD member
states.

Why did Finland do so we[[ in PISA?
Some explanations are found in the
main princlples for comprehensive
education in Fintand:
The Finnish education system does

not emptoy externa[ standard'tzed
student testtng to drive the

performance of schools; neither does it
employ a rlgorous inspectlon system.
lnstead of test-based accountability,
the Flnnish system relies on the
expertise and accountabltitY of
teachers who are knowtedgeabte and
committed to their students.
Teachers working at att levels of

educatton

are wetl-trained and

strongty committed

to thelr work.

At[

teachers are required to hold

a

Master's degree and initiat teacher

traini.ng includes teaching practice. The
teaching professlon is highty respected
and poputar in Fin[and, whi.ch makes it
possible to select the best Young

students. Teachers ,have

an

independent position ln their work.

15