PENDAHULUANMinat merupakan sumber m

PENDAHULUAN
Minat merupakan sumber motivasi yang mendorong seseorang untuk melakukan apa yang mereka inginkan dan memiliki kebebasan untuk memilih menurut Hurlock (2010:114). Sedangkan menurut Crow & Crow (dalam Abror, 1993:112), minat adalah sesuatu yang berhubungan dengan daya gerak yang mendorong kita cenderung atau merasa tertarik pada orang, benda, kegiatan ataupun bisa berupa pengalaman yang efektif yang dirangsang oleh kegiatan itu sendiri. Minat menjadi guru akuntansi dapat diartikan sebagai perasaan tertarik terhadap profesi atau jabatan guru dengan disiplin ilmu akuntansi tanpa adanya paksaan yang berasal dari luar diri seseorang. Diharapkan adanya minat pada seseorang terhadap suatu profesi memunculkan stimulus rasa ingin tahu yang besar dalam mempelajari dan dan menggali potensinya. Sehingga nantinya para calon guru yang lahir adalah benar – benar seseorang yang berkompeten dibidangnya karena profesi guru bukan profesi tanpa keahlian dan keterampilan khusus. Elemen minat menjadi guru akuntansi bisa dimulai dari pengetahuan dan informasi mengenai profesi guru, perasaan senang dan ketertarikan terhadap profesi guru, perhatian yang lebih besar terhadap profesi guru serta kemauan dan hasrat untuk menjadi guru.
Menurut Whiterington (1999:136) minat dibagi menjadi dua faktor yaitu: (a) minat primitif, yaitu minat berdasarkan kebutuhan biologis yakni berupa makanan dan minuman dan kebutuhan sejenisnya. (b) minat kultural, yaitu minat yang ditimbulkan oleh perbuatan persepsi dan lingkungannya. Menurut Abror (1993:158) disebutkan faktor – faktor yang memengaruhi minat adalah sebagai berikut: (1) faktor intern, yang terdiri dari the factor of inner urgers dan emotional factor. (2) faktor ekstern, yang terdiri dari the factor of social motive.
Permasalahan yang seringkali muncul adalah bagaimanakah pemahaman tentang profesi guru pada mahasiswa, bagaimanakah minat menjadi guru pada mahasiswa. Hal ini dapat dibuktikan dengan data tracer study periode wisuda II tahun 2013 dan periode wisuda I tahun 2014 lulusan pendidikan akuntansi yang bekerja sesuai bidang keahliannya hanya sebesar 28% dan 36%. Sebagian besar lulusan lainnya yaitu sebesar 74% dan 64% bekerja pada sektor non pendidikan, yaitu seperti di bank, dunia industri dan lainnya. Sehingga dapat disimpulkan bahwa belum sepenuhnya lulusan pendidikan akuntansi bekerja pada sektor pendidikn.
Selanjutnya, untuk mengetahui besarnya minat mahasiswa program studi Pendidikan Akuntansi Fakultas Ekonomi Universitas Negeri Semarang angkatan 2013 terhadap minat menjadi guru akuntansi dilakukan wawancara pada bulan Januari tahun 2016 terhadap 20 mahasiswa. Hasil wawancara disajikan dalam tabel sebagai berikut:

Hasil (Inggris) 1:

INTRODUCTIONInterest is a source of motivation that drives a person to do what they want and have the freedom to choose according to Hurlock (2010:114). While according to Crow & Crow (in boy Ztf, 1993:112), interest is something related to the impulse that drives us tend to be or feel interested in people, objects, or activities can be an effective experience that is stimulated by the activity itself. Interest in becoming a teacher of accounting can be interpreted as feeling attracted towards the profession or position of the teacher with the discipline of accounting without any coercion from outside one's self. The expected presence of an interest in a person to a profession brings up the stimulus of great curiosity in learning and its potential and dig. So that later-born teacher candidates are true – true someone competent in their jobs because of the teaching profession is not a profession without special skills and expertise. Elements of interest to become a teacher of accounting can be started from the knowledge and information about the teaching profession, feeling happy and interest in the teaching profession, greater attention towards the teaching profession as well as a willingness and desire to become a teacher. According to Whiterington (1999:133) interest is divided into two factors, namely: (a) the interest in the primitive, i.e. interest based on biological requirements i.e. in the form of food and drink and the like. (b) cultural interest, that interest brought about by the Act of perception and its environment. According to boy Ztf (1993:158) mentioned factors – factors that affected interests are as follows: (1) internal factors, which consists of the factor of inner urgers and emotional factor. (2) external factors, which consists of the factor of social motive. A problem that often arises is how an understanding of the profession of teacher on student interest, how to become a teacher on student. This can be proved by tracer study period data graduation II by 2013 and 2014 I year graduation period of graduate accounting education who works in the field of his expertise only by 28% and 36%. Most of the other graduates of 74% and 64% work on a non-sector education, i.e. as in the world bank, industry and others. So it can be inferred that haven't fully graduate accounting education work on the pendidikn sector. Next, to find out the magnitude of student interest in Accounting education courses Faculty of Economics State University 2013 against the forces of interest, Semarang became teacher of accounting carried out interviews in January 2016 against 20 students. The results of the interviews are presented in the table as follows:

Hasil (Inggris) 2:

INTRODUCTION
The interest is a source of motivation that drives someone to do what they want and have the freedom to choose according to Hurlock (2010: 114). Meanwhile, according to Crow and Crow (in Abror, 1993: 112), interest is something to do with the momentum that drives us inclined or feel attracted to people, objects, activities, or can be an effective experience that is stimulated by the activity itself. Interest in becoming a teacher of accounting can be defined as feelings of attraction to the profession or occupation of teachers in the disciplines of accounting without any coercion from outside of oneself. Expected interest in the profession of a person against a stimulus bring great curiosity in learning and and explore its potential. So that prospective teachers are born is really - really someone competent in their field because the teaching profession is not a profession without expertise and special skills. Elements of interest in becoming a teacher of accounting can be started from the knowledge and information on the teaching profession, a sense of excitement and interest in the teaching profession, greater attention to the teaching profession as well as the willingness and desire to become a teacher.
According Whiterington (1999: 136) the interest is divided into two factors namely: (a) interest in primitive, namely those based on the biological needs such as food and beverages and the like needs. (b) cultural interest, the interest generated by the act of perception and the environment. According to Abror (1993: 158) mentioned factors - factors that affect interest are as follows: (1) internal factors, which consists of the factors of inner urgers and emotional factors. (2) an external factor, which consists of the factor of social motive.
The problem that often arises is how an understanding of the profession of teachers to students, how a teacher on student interest. This can be evidenced by the data tracer graduation period II in 2013 and the first graduation period in 2014 accounting graduates who work as field of expertise is only at 28% and 36%. Most of the other graduates in the amount of 74% and 64% worked in the non-education sectors, ie as in banks, industry and others. It can be concluded that it has not fully accounting graduates working on pendidikn sector.
Furthermore, to determine the level of student interest in courses Accounting Education Faculty of Economics, University of Semarang force in 2013 of the interest in becoming a teacher of accounting conducted an interview in January 2016 with 20 students. The results of the interview are presented in the following table: