Penelitian ini bertujuan untuk mendeskripsikan bagaimana tingkat kesiapan mengajar IPAS mahasiswa PGSD UBT angkatan 2020 jika ditinjau dari self-efficacy. Metode yang digunakan dalam penelitian ini ialah mixed method. Populasi pada penelitian ini adalah mahasiswa PGSD UBT angkatan 2020 yang telah melaksanakan Pengenalan Lapangan Persekolahan (PLP) dan pernah mengajar IPAS. Sampel dalam penelitian ini berjumlah 40 mahasiswa yang diambil menggunakan teknik sampling jenuh (total sampling). Instrumen pengumpulan data yang digunakan berupa angket self-efficacy dan pedoman wawancara. Berdasarkan analisis data, dapat dilihat bahwa kesiapan mengajar IPAS mahasiswa PGSD UBT jika di tinjau dari Self efficacy berada pada kategori tinggi dengan rata-rata persentase sebesar 62,91 pada kategori tinggi dan 37,08 pada kategori sedang. Hal ini terlihat dari persentase Self efficacy mahasiswa dari 6 indikator self efficacy mahasiswa yaitu: (i1) Keyakinan dalam menghadapi tugas mengajar yang sulit 20 (50%) tinggi dan 20 (50%) sedang, (i2) Keyakinan dalam merencanakan tugas mengajar IPAS 26 (65%) tinggi dan 14 (35%) sedang, (i3) Keyakinan dalam menghadapi berbagai situasi ketika mengajar IPAS 26 (65%) tinggi dan 14 (35%) sedang, (i4) Keyakinan untuk mengantisipasi situasi mengajar yang belum pernah dialami 29 (72,5%) tinggi dan 11 (27,5%) sedang, (i5) Keyakinan untuk bertahan lebih lama saat mengalami kesulitan dalam mengajar IPAS 25 (62,5%) tinggi dan 15 (37,5%) sedang dan (i6) Keuletan dalam berusaha mengatasi tantangan ketika mengajar IPAS 25 (62,5%) tinggi dan 15 (37,5%) sedang. Dengan demikian dapat di simpulkan bahwa kesiapan mengajar IPAS mahasiswa PGSD UBT di tinjau dari self-efficacy berada pada ketegori tinggi.

Kata Kunci: Kesiapan Mengajar, IPAS, Self-Efficacy

This study aimed to describe the level of readiness to teach social science of PGSD UBT students of 2020 class when reviewed from self-efficacy. The method used in this study was a mixed method. The population in this study was PGSD UBT students of 2020 class who have carried out School Teaching Practice (PLP) and have taught IPAS. The sample in this study amounted to 40 students who were taken using a saturated sampling technique (total sampling). The data collection instruments used self-efficacy questionnaires and interview guidelines. Based on data analysis, it can be seen that the readiness to teach social science of PGSD UBT students when reviewed from self efficacy was in the higt category with an average percentage of 62.91 in the higt category and 37.08 in the moderate category. This can be seen from the percentage of student self efficacy from 6 students in self efficacy indicators, namely: (1) Confidence in facing difficult teaching tasks was 20 students (50%) of high category and 20 students (50%) of moderate category, (2) Confidence in planning teaching tasks of IPAS was 26 students (65%) of high category and 14 students (35%) was moderate category, (3) Confidence in facing various situations when teaching IPAS was 26 students (65%) of high category and 14 students (35%) of moderate category, (4) Confidence to anticipate an unprecedented teaching situation was 29 students (72.5%) of higt category and 11 students (27.5%) was moderate category, (5) the belief to last longer when experiencing diffuculties in teaching IPAS was 25 students (62.5%) of high category and 15 students (37.5) was medium category students and (6) Tenacity in trying to overcome challenges when teaching IPAS was 25 students (62.5%) of high category and 15 students (37.5%) were medium category. Therefore, it can be concluded that the readiness to teach social science of PGSD UBT students reviewed from self-efficacy was in the high category. Keywords: Teaching Readiness, IPAS, Self-Efficacy