This paper provides an overview of Initial Teacher Education (ITE) in Indonesia over the past seven decades (1950-2019) from some theme-related literature. The summary of the socio and geographical background which affect the quality of teachers in the national scale is briefly presented followed by the information about Indonesian student achievement and the need of improvement of ITE in the literature. This paper focuses on the impacts of some historical, political and ITE educational system background to the development of teacher education. The review also illustrates the challenges and condition of ITE nowadays. The paper suggested a program outcome evaluation study as one of the possible solutions to improve and sustain the quality of ITE and its graduates.

This research explores student teachers' motivation to join teacher education and its relation to their career intention to join the teaching profession. The qualitative study was conducted in the English department of private and state teacher education in Indonesia. A total of 14 student teachers (20-23 years old) took part in the interview. The findings show that most student teachers chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative option of not being accepted at their desired faculty or following parents’ suggestions. Besides that, considering the internal motivation factor, one of the common reasons students chose English teacher education was the interest in English, which was also viewed as transferrable skills that could be useful to many other job possibilities. The findings show that only a few of the participants who prioritised their career to become teachers. The findings might contest the generalisation that often associates student teachers’ motivation to join teacher education to become teachers. Even though the assumption is valid to some extent, the nuances in the student teachers’ motivation to choose teacher education might need to be considered, especially in the context when joining teacher education is relatively easy because there is no high-stake test involved and teaching might be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid, abstract, and hard to measure, teacher education overlooks this element in the admission process. However, forgetting the importance of student teachers’ motivation in teacher education could lead to a more severe problem in the quality of graduates and education in the long run.

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Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh persepsi matematika terhadap hasil belajar matematika ditinjau dari perspektif gender siswa kelas V SD Negeri di Kecamatan Pasongsongan Kabupaten Sumenep. Penelitian ini menggunakan pendekatan kuantitatif dan teknik sampling dengan purposive sampling area. Hasil analisis data menunjukkan bahwa nilai sig untuk gender adalah sebesar 0,816 > 0,05, maka dapat disimpulkan bahwa tidak terdapat perbedaan nilai metematika yang dipengaruhioleh gender. Nilai sig untuk Persepsi adalah sebesar 0,924 > 0,05, maka dapat disimpulkan bahwa tidak terdapat perbedaan nilai metematika yang dipengaruhi oleh tinggi rendahnya persepsi. Tidak ada perbedaan hasil belajar antara siswa kelas V yang memiliki persepsi matematika tinggi dengan siswa kelas V yang memiliki persepsi matematika rendah di siswa kelas V SD Negeri Sekecamatan Pasongsongan. Berdasarkan hasil analisis data, dapat disimpulkan tidak terdapat perbedaan nilai metematika yang dipengaruhi oleh gender.

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