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The effect of experience industrial work practices, motivation entering the workforce and career guidance to work readiness

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JOURNAL ECONOMICS
THE EFFECT OF EXPERIENCE INDUSTRIAL WORK
PRACTICES, MOTIVATION ENTERING THE WORKFORCE AND
CAREER GUIDANCE TO WORK READINESS
Osly Usman1, Annisa Claudia2
Email: [email protected]
Fakultas Ekonomi Universitas Negeri Jakarta
ABSTRACT
This study aims to determine whether there is an influence between experience industrial
work practices, motivation entering the workforce and career guidance to work readiness
of students of class XII of State Vocational Schools in Jakarta. This research was
conducted for four months from March 2019 to June 2019. The research method used
was the survey method. The population in this study were all students of class XII Office
Administration of State Vocational Schools in Jakarta, totaling 250 students. The
sampling technique used was proportional random technique, so the sample in this study
amounted to 240 respondents. Data collection techniques using questionnaire techniques.
Technique of analyzing test data requirements analysis consists of normality test and
linearity test, classic assumption test, multiple linear regression test, hypothesis test
consisting of f test and t test. Based on the results of data analysis, it can be seen that there
is no partial effect between experience industrial work practices and work readiness. Can
be seen from the results of data analysis which shows the value of tcount of 0.830> ttable of
1.651. Motivation to entering the workforce has a partial effect on work readiness, this is
seen from the results of data analysis which shows the value of tcount 2,173> ttable value of
1,651. Career guidance has a partial effect on work readiness, this is seen from the results
of data analysis which shows the value of tcount 5.240> ttable value of 1.651. The experience
of industrial work practices, motivation to enter the world of work and career guidance
simultaneously influence the learning outcomes, this is seen from the results of data
analysis which shows the calculated Fvalue of 29.391> Ftable value of 2.65. The regression
̂= 5,818 + 0,054X1 + 0,158X2 + 0,431X3 . Based on the test of the
equation obtained is Y
coefficient of determination obtained R2 value of 0.272 which means the experience of
industrial work practice (X1), motivation to enter the workforce (X2) and career guidance
(X3) affect the work readiness (Y) of 27.2%.
Keywords: Experience of Industrial Work Practices, Motivation Entering The
Workforce, Career Guidance, Work Readiness, Vocational High School
JOURNAL ECONOMICS
INTRODUCTION
The meaning of Indonesian education is
part of an effort to enable every human
being to develop his potential to grow
into a person who is strong and has
character and social life. The
implementation of formal education in
Indonesia is a type of education that is
obtained regularly, systematically, in
stages and by following clear conditions.
In formal education there is a level of
education as a stage of education that is
set based on the level of development of
students, goals to be achieved and
capabilities developed. The level of
education in Indonesia in 12 (twelve)
years compulsory education is divided
into basic education which is the level of
initial education for 9 (nine) years,
namely Elementary School (SD) for 6
(six) years and Junior High School
(SMP) for 3 (three) years. The next level
is 3 (three) years, namely High School
(SMA) or Vocational High School
(SMK).
The aim of the government in
implementing the 12 (twelve) year
compulsory education is important
because it has a relationship with the
Human Development Index (HDI) to
print future generations who are more
ready to work in terms of age and are
ready in competence. The 12 (twelve)
year compulsory education program is
proclaimed as a solution to reduce
unemployment, reduce dropout rates and
increase the ability of the younger
generation to be increasingly ready to
compete globally. Emphasizing the
increasing need for higher quality and
highly competitive human resources.
Human resources are an important factor
in Indonesian employment, reported by
the Institute for Development of
Economics and Finance (INDEF),
describing employment issues in
Indonesia,
namely
low
labor
productivity, minimal education even
though many work, capabilities
possessed by Indonesian human
resources not in accordance with the
demand in the world of work.
Report on the Indonesian employment
situation The Central Bureau of Statistics
noted that the total workforce in
Indonesia in August 2018 reached
131.01 million people, while the Open
Unemployment Rate (TPT) in August
2018 reached 7 million people or 5.34%
of the total workforce. The Open
Unemployment Rate (TPT) is an
indicator that can be used to measure
labor supply levels that are not used or
not absorbed by the labor market.
Viewed from the area where they live,
TPT in urban areas is higher than in rural
areas. In August 2018 TPT in urban areas
amounted to 6.45 percent, while in rural
areas it was only 4.04 percent. According
to the National Labor Force Survey
(SAKERNAS) source, the region with
the largest TPT is the Jakarta at 6.33% of
the total workforce.
The open unemployment rate according
to age, namely the age of 15-19 years
was recorded as the highest number of
26.67%. Aged 15-19 years is the
productive age of graduating from
school. At that age there is a level of
senior high school or vocational high
school. Judging from the level of
education in August 2018, TPT for
Vocational High Schools (SMK) still
dominates among other education levels
of 11.24%.
In other words, there is a supply of labor
that is not absorbed, especially at the
education level of Vocational High
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Schools (SMK). Data on the Open
Unemployment Rate shows that the gap
in vocational education held by schools
turns out to be less able to adjust to
changes and needs that occur in the
development of the world of work, so
that students' work readiness becomes
less.
Vocational education according to Law
Number 20 of 2003 Article 15 is
secondary education which prepares
students primarily to work in certain
fields. Vocational High School (SMK) is
a form of formal education unit that
organizes vocational education at the
secondary education level as a
continuation of SMP/MTs or other
equivalent forms.
Vocational High School is a secondary
education
level
that
prioritizes
developing the ability of students to
carry out certain types of work or
preparing students to be ready to work in
a particular field. Vocational secondary
education prioritizes preparing students
to enter employment. Vocational schools
have many expertise programs by
adjusting to the needs of the existing
workforce. Adjustments are seen in the
demands of the community and the
market. Vocational schools have a
primary mission for students, namely
preparing students as prospective
workers who meet the needs of the
workforce, so that they are required to
have professional skills and attitudes in
their fields.
The objectives of this study are (1) To
determine the effect Experience of
Industrial Work Practices on the work
readiness of students of class XII Jakarta
State Vocational Office Administration
expertise program 2018/2019 academic
year. (2) To find out the effect of
motivation to entering the workforce
towards the work readiness of class XII
students of the Jakarta State Vocational
Office Administration expertise program
in 2018/2019. (3) To find out the effect
of career guidance on work readiness of
class XII students of Jakarta State
Vocational
Office
Administration
expertise program 2018/2019 academic
year (4) To determine the influence of
experience of industrial work practices,
motivation entering the workforce and
career guidance simultaneously on
student work readiness class XII Jakarta
State
Vocational
School
Office
Administration expertise expertise
program 2018/2019.
THE CONCEPTUAL
DESCRIPTION
Work Readiness
According to Oemar Hamalik (2008)
readiness is the level or condition that
must be achieved in the process of
individual development at the level of
mental, physical, social and emotional
growth.
According to B. Renita (2006) work seen
from the social point of view is an
activity carried out in an effort to realize
general welfare, especially for the closest
people (family) and society, to maintain
and develop life, while from a spiritual /
religious perspective.
According to Dewa Ketut (1993) Work
readiness is the ability, skill, and work
attitude in accordance with the demands
of the community and in accordance with
the potential of students in various types
of specific jobs that can be directly
applied.
Work readiness is the overall condition
of the individual which includes
physical, mental and experience maturity
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and the willingness and ability to carry
out a job or activity.
interaction between individuals and their
environment.
According to Slameto (2010), the factors
that influence readiness include three
aspects, namely: (1) Physical, mental
and emotional conditions, (2) Needs,
motives and goals, (3) Other skills,
knowledge and understanding learned.
These three aspects will affect one's
readiness to do something. Also stated
by Slameto (2010), that experiences have
a positive influence on readiness.
According
to
Dalyono
(2005),
experience can influence the physiology
of individual development which is one
of the principles of the development of
the readiness of SMK students in
preparing themselves to enter the
workforce.
The work readiness program is a
competency that is based on a program
that utilizes learning experience to give
students the ability to work well while
being watched by their working
components (Danielson, 2008). This
program must be carried out by all
vocational
education,
especially
Vocational Schools, so that the main
objectives of Vocational Schools can be
realized.
According to Agus Fitriyanto (2006) the
characteristics of students who already
have Work readiness include: (1) Having
logical and objective considerations. (2)
Having the ability and willingness to
work with others. (3) Able to control
themselves or emotions. (4) Having a
critical attitude. (5) Have the courage to
accept responsibility individually. (6)
Having adaptability to the environment
and technological developments. (7)
Have ambitions to move forward and try
to keep up with the development of the
field of expertise.
Experience
Practices
of
Industrial
Work
According to Oemar Hamalik (2008),
experience is a source of knowledge and
experience gained because of the
According to Oemar Hamalik (2008)
Experience in Industrial Work Practices
is an experience directly experienced by
students through direct participation and
through direct observation in the world
of work.
Industrial Work Practices are beneficial
for students to gain experience in the
world of work and foster confidence in
students. In addition, by participating in
Industrial Work Practices, students can
train and support the skills that have been
learned in school to be implemented in
the Industrial Workplace, can live and
get to know the work environment so
that students are ready to work in the
business world and industry after
graduating from Vocational School.
Motivation Entering The Workforce
Nana Syaodih (2009) also argues that
Motivation is a force that encourages
individual activities to move individuals
to carry out activities to achieve a goal.
In this case it is encouraging individuals
to enter the workforce.
So the motivation to enter the workforce
is something that raises the enthusiasm
or encouragement of students to enter the
workforce. The encouragement comes
from within himself and from outside
himself.
According to Eysenck in Djaali (2007)
explaining the functions of motivation
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include explaining and controlling
behavior. Explaining behavior means
that you can know the reason students do
work diligently and diligently. While
controlling behavior means that one can
know the reason someone is very
pleasing to an object and less like other
objects.
Function of motivation entering the
workforce include: (1) Encouraging
behavior or actions. Without motivation,
no action will arise, for example
applying for a job to enter the workforce.
(2) Motivation functions as a guide. This
means directing actions to achieving
goals to enter the workforce. (3)
Motivation functions as a driver. The
size of the motivation to enter the
workforce will determine the speed or
slowness of determining a job.
can direct themselves to activities that
are relevant to the career they aspire to,
and understand the abilities and interests
of work that they feel are capable.
The theoretical framework in this
relationship constellation is used to
provide research directions or drawings
conducted by researchers, where
industrial work experience (X1),
motivation to enter the workforce (X2)
and career guidance (X3), as
independent variables or affect work
readiness (Y ) is the dependent variable
that is affected.
Career Guidance
In guidance and counseling services in
schools, there are four areas of service
that must be given to students, namely
personal guidance, social guidance,
tutoring, and career guidance.
Theoretical Framework
Keterangan:
According to Syamsu Yusuf (2006)
suggests that career guidance is a service
to fulfill student development related to
cognitive, affective, and student skills in
realizing self-concept, knowledge, and
decision-making processes in sociocultural life in life that are constantly
changing.
X1
: Variable Experience
Industrial Work Practices
of
X2
:
Variables
Motivation
Motivation
Entering
The
Workforce
X3
: Variables Career Guidance
Y
: Work Readiness
Syamsu Yusuf (2006) suggested the
purpose of guidance and counseling
related to career aspects including
having self-understanding (abilities and
interests) related to work, having the
ability to shape career identities such as
requirements and characteristics of
work, job prospects and work welfare,
have the ability to design life rationally,

: Direction of Partial to Y
: Direction of Stimultan to Y
The hypothesis proposed by researchers:
H1:
Experience of industrial work
practices (X1) has a positive
effect on work readiness of
vocational students.
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H2:
Motivation to enter the
workforce (X2) has a positive
effect on vocational student
work readiness.
H3:
Career guidance (X3) has a
positive effect on vocational
students' work readiness.
H4:
Experience of industrial work
practices, motivation to enter
the workforce and career
guidance on work readiness of
vocational students.
METHODOLOGY OF RESEARCH
The method used in this study is a
quantative method with multiple linear
regression research design. This is
because to test and explain the direct
effect of independent variables on the
dependent variable. In this study, which
is the independent variable (Variable
X1) is the experience of industrial work
practice, (Variable X2) motivation to
enter the workforce (Variable X3) career
guidance as an influencing variable and
the dependent variable (Variable Y) is
affected work readiness.
The population in this study were all
students of class XII East Jakarta
Vocational
Office
Administration
Program 2018/2019 totaling 250
respondents. The sampling technique
used is proportional random technique,
which is in determining the sample
members, researchers take data by
paying attention to the criteria. So from
the total population of 250 students, the
researcher took a sample of 240
respondents with the criteria specified as
research respondents.
The data collection method used by
researchers to collect data is by using the
method questionnaire. In processing data
the researcher uses SPPSS Statistics 22
software.
Test the validity and reliability, to test
the validity by correlating each item with
the total score in the variable. According
to Ghozali (2011) to find out whether the
questionnaire used is valid or not, it can
be done by comparing the values (r
count) and (r table) with the significance
level used which is 5%. what if r count>
r table then the instrument is said to be
valid. A construct or variable is said to
be reliable if it gives a Cronbach Alpha
value> 0.60. Alpha value which is <60%
indicates that there are some respondents
who answer inconsistently and must see
one by one the answers of respondents
who are inconsistent must be discarded
from the analysis and alpha will increase.
Suharsimi (2010) After the data is
collected from the results of data
collection, data processing (data
analysis) needs to be done immediately.
The analytical method used is using
multiple regression analysis, descriptive
percentage, classic assumption test, and
hypothesis
testing.
The
classic
assumption test uses normality,
multicollinearity,
linearity,
and
heterocedasticity tests.
According to Ghozali (2011) the
normality test aims to see whether a data
is normally distributed or not. The
decision criteria with the KolmogrovSmirnov statistical test are: (a) If the
significance is> 0.05 then the data is
normally distributed. (b) If the
significance is <0.05, the data is not
normally distributed.
According to Ghozali (2011) the
linearity test is used to see whether the
specifications of the model used are
correct or not. Testing of linearity can be
done through linearty significance
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values. Aim to find out whether two
variables have a relationship that is linear
or not significantly. Decision criteria
with linearity test with ANOVA, namely
(a) If the linearity is <0.05, then two
variables are said to have a linear
relationship. (b) If the linearity is> 0.05
then the two variables do not have a
linear relationship.
According
to
Ghozali
(2011)
multicollinearity test aims to test
whether the regression model found a
correlation
between
independent
variables (independent) Regression
models can be said to be good if there is
no correlation between the independent
variables. How to find out whether each
variable has multicollinearity or not can
be seen from tolerance values and VIF
(Variance Inflation Factor). Statistical
testing criteria by looking at VIF (a)
VIF> 10, multicollinearity occurs. (b)
VIF <10, meaning that multicollinearity
does not occur. While the statistical
testing criteria by looking at the
Tolerance value are (a) If the Tolerance
value is <0.1 then it means that there is
multicollinearity. (B) Tolerance value>
0.1 then it means that there is no
multicollinearity..
According
to
Ghozali
(2011)
heteroscedaticity test aims to test
whether in the regression model variance
from residuals occur one observation to
another observation. A good model is
homoskedasticity. Detection of the
presence
or
absence
of
heteroscedasticity can be done by
looking at the presence or absence of
certain patterns on the Scatterplot chart.
Testing the research hypothesis,
According to Ghozali (2011) the F test
basically shows whether all independent
or free variables included in the model
have a joint effect on the dependent or
bound variable. In the SPSS program the
results of Fcount can be seen in the
Anova table. Decision criteria (a) F
count <Ftable, so H0 is accepted. (b)
Fcount> Ftable, so H0 is rejected.
According to Ghozali (2011) the t test
basically shows how far the influence of
one explanatory variable or individually
independent in explaining the variation
of the dependent variable. The decision
criteria, namely (a) t count <t table, so
H0 is accepted. (b) t count> t table, so H0
is rejected.
According to Ghozali (2011) the
coefficient of determination (R2)
basically measures how far the ability of
the model to explain the variation of the
dependent variable or measure the extent
to which the success rate of the
regression model used to explain the
value of independent variables can be
seen from the magnitude of R square.
RESULTS AND DISCUSSION
The classic assumption test in the study
consisted of normality test, linearity
test, multicollinearity test, and
heteroscedasticity test.
Tabel 1 Normality Test 1 Simple K-S
One-Sample Kolmogorov-Smirnov Test
Unstandardize
d Residual
N
240
Normal
Mean
Parametersa,b
Std. Deviation
Most Extreme
Absolute
.046
Differences
Positive
.046
Negative
-.046
Test Statistic
Asymp. Sig. (2-tailed)
.0000000
2.16092497
.046
.200c,d
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a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
Based on the results of the calculation of
the normality test using SPSS 22 states
that the data from the three variables are
normally distributed. Viewed from the
significance level of 0.200 the variable
is> 0.05. Thus it can be concluded that
the data used in this study are normally
distributed and can be used in subsequent
analyzes with statistical methods.
Anova table linearity test, it can be seen
that the significance value in linearity for
industrial work practice experience
variables and work readiness is 0.000,
significance value in linearity for
variables motivation entering the world
of work and work readiness by 0.000 and
significance value for linearity for career
guidance and readiness work of 0,000
this states that the assumption of a
linearity relationship between industrial
work experience, motivation to enter the
workforce and career guidance with
work readiness is fulfilled because of the
significance level of linearity <0.05.
Tabel 2 Results of Multiple Regression Analysis
Coefficientsa
Model
1 (Constant)
Unstandardized
Standardized
Collinearity
Coefficients
Coefficients
Statistics
B
Std. Error
5.818
2.416
.054
.065
.158
.431
Beta
t
Sig.
Tolerance
VIF
2.408
.017
.061
.830
.407
.565
1.771
.073
.136
2.173
.031
.790
1.266
.082
.403
5.240
.000
.522
1.916
Experience of
Industrial Work
Practices
Motivation Entering
The Workforce
Career Guidance
a. Dependent Variable: Job Readiness
The calculation of multicollinearity test
in this study uses SPSS version 22. The
multicollinearity test shows that
industrial work experience (X1),
motivation to enter the workforce (X2),
career guidance (X3), has a tolerance
value of ≥ 0,10. That is industrial work
experience equal to 0.565; the
motivation to enter the workforce is
0.790; and career guidance of 0.552.
Whereas for VIF value shows that all
variables have VIF value ≤ 10 which is
industrial work experience 1.771; the
motivation to enter the workforce is
1,266; and career guidance of 1,916; So
it can be concluded that there is no
multicollinearity between independent
variables in the regression model.
Calculation results of heterocytestity test
using Sperman's rho test. The
significance value of industrial work
practice experience (X1) is 0.779 > 0.05.
The significance value of the motivation
to enter the workforce (X2) is 0.712 >
0.05 and the significance value of career
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guidance (X3) is 0.490 > 0.05. Because
the significant value of each variable is
more than 0.05, it can be concluded that
the regression model in this study does
not have a problem of heteroscedasticity.
Based on the results of the multiple
regression analysis above shows a
regression equation, namely Y = 5.818 +
0.054X1 + 0.158X2 + 0.431X3 + e. The
regression equation can be interpreted
that if the independent variable is
experience of industrial work practices,
the motivation to entering the workforce
and career guidance is worth 0, the
dependent variable is work readiness is
positive 5.818. If X1 is the experience of
experience of industrial work practices,
the motivation to entering the workforce
and career guidance is worth 0, the
dependent of 1% delinquency and the
other independent variables have a fixed
value, the dependent variable is work
readiness will increase by 0.054. If X2,
which is the motivation to enter the
workforce, experiences delinquency of
1% and other independent variables has
a fixed value, the dependent variable is
work readiness will increase by 0.158. If
X3, namely career guidance has
increased by 1% and other independent
variables have a fixed value, the
dependent variable is work readiness
will increase by 0.431.
Heteroscedasticity Test
Heteroscedasticity test aims to test
whether the regression model variance
occurs from residual inequalities to one
observation to another observation. The
Heteroskedastistias test in this study is
based on a scatterplot, it can be seen that
the points spread with unclear patterns,
namely above and below number 0 on
the Y axis. Therefore, it can be
concluded that in the regression model in
this study there was no problem of
heteroscedasticity.
Tabel 3 Simultaneous Test Results (Uji F)
ANOVAa
Model
1
Sum of Squares
Regression
df
Mean Square
416.966
3
138.989
Residual
1116.034
236
4.729
Total
1533.000
239
F
Sig.
29.391
.000b
a. Dependent Variable: Work Readiness
b. Predictors: (Constant), Experience of Industrial Work Practices, Motivation Entering The
Workforce, Career Guidance.
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Based on the hypothesis test on the
simultaneous test (F test) obtained
Fcount that the calculated F value is
29,391. The Ftable value can be found in
the statistical table at a significance level
of 0.05, df 1 (number of variables - 1) or
4-1 = 3, and df 2 = nk-1 (n is the number
of data and k is the number of
independent variables) or 240 -3-1 =
236. Obtained a Ftable value of 2.65, it
can be concluded that the experience of
industrial work practice, motivation to
enter the workforce and career guidance
simultaneously influence the learning
outcomes because the calculated F value
is 29.391 > Ftable value of 2.65.
Tabel 4 Hasil Uji Parsial (Uji t)
Model
1 (Constant)
Unstandardized
Standardized
Coefficients
Coefficients
B
Std. Error
5.818
2.416
Experience of Industrial
Work Practices
.054
.065
Motivation Entering The
Workforce
.158
Career Guidance
.431
Based on the hypothesis test on the
partial test (t test) for the industrial work
experience experience variable (X1)
obtained tcount = 0.830 with a
significance of 0.407 > 0.05. These
results indicate that the tcount is not
significant, the hypothesis on H1 which
reads “There is a partial influence
between the work experience of
industrial work on the work readiness of
students of class XII of State Vocational
Schools in Jakarta 2018/2019 school
year rejected but has a positive effect”.
The partial test results for the motivation
variable entering the world of work (X2)
obtained tcount = 2.173 with a
significance of 0.031 < 0.05. These
results indicate that the tcount is
Beta
t
Sig.
2.408
.017
.061
.830
.407
.073
.136
2.173
.031
.082
.403
5.240
.000
significant, then the hypothesis in H2
which reads “There is a partial influence
between the motivation to enter the
workforce and the work readiness of
class XII students of State Vocational
Schools in Jakarta in the 2018/2019
academic year is accepted, and has a
positive effect”. The partial test results
for career guidance (X3) obtained tcount
= 5.240 with a significance of 0.000 <
0.05. These results indicate that the
tcount is significant, then the hypothesis
on H3 which reads “There is a partial
influence between career guidance on
the work readiness of class XII students
of State Vocational Schools in Jakarta in
the 2018/2019 academic year is
accepted, and has a positive effect”.
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Tabel 5 Results Determination Coefficient (R2)
Model Summaryb
Model
1
R
Adjusted R
Std. Error of the
Square
Estimate
R Square
.522a
.272
.263
2.175
a. Predictors: (Constant), Experience of Industrial Work Practices,
Motivation Entering The Workforce, Career Guidance.
b. Dependent Variable: Work Readiness
Based on the results of the simultaneous
determination coefficient (R2), the
Adjusted R Square value is 0.272. The
Adjusted R Square value is multiplied by
100% to find out the amount of R2 which
is equal to 27.2%. These results indicate
that the magnitude of the influence of
industrial work practice experience,
motivation to enter the workforce and
CONCLUSION
It can be concluded from the results of
the study showed:
1. The influence between industry
work experience and work readiness
has a positive effect, which means
that if the industrial work experience
increases, the work readiness gained
will increase and vice versa.
2. The influence between motivation
to enter the world of work and work
readiness has a positive effect which
means that if motivation enters the
workforce increases, the work
readiness gained will increase and
vice versa.
3. The influence between career
guidance and work readiness has a
positive influence which means that
if career guidance increases, the
career guidance on the work readiness of
students of class XII of State Vocational
Schools in Jakarta 2018/2019 is 27.2%,
and the remaining 72.8% is influenced
and explained by other variables not
examined in this study.
work readiness gained will increase
and vice versa.
4. The influence of industrial work
experience, motivation to enter the
world of work and career guidance
has a positive influence on work
readiness which means that the
experience of industrial work
practice, motivation to enter the
world of work and career guidance
increases, the work readiness gained
will increase and vice versa.
ADVICE
Based on the conclusions and
implications stated above, the researcher
gives suggestions that are expected to be
useful inputs, among others:
1. For State Vocational Schools in
Jakarta, they must be able to
improve industrial work practice
experience, motivation to enter the
11
JOURNAL ECONOMICS
world of work and career guidance.
How to improve industrial work
experience can be done by
synchronizing
with
industry
partners in determining the
components of success of students
in carrying out industrial work
practices such as determining the
implementation of work and fields
of work in accordance with the field
of expertise they manage during the
learning process at school. In
addition, each teacher is expected to
motivate students in the form of
encouragement,
desire
and
aspirations. In addition, schools can
carry out seminar programs or soft
skills on career guidance tailored to
the wishes of the industry today.
2. For parents, must provide better
motivation in their children's
learning activities, especially giving
guidance in learning their children.
Because giving guidance such as
managing the time of study can
make their children more organized
in learning so that they can improve
the learning outcomes they get. In
addition, each parent is expected to
set aside more time for his child
such as being able to accompany his
child while studying at home or be
able to listen to all the complaints
experienced by his child.
3. For further researchers, it is better to
improve the quality of further
research, especially those related to
industrial
work
experience,
motivation to enter the world of
work and career guidance. It is
expected that further researchers can
improve the results of this study by
adding research subjects and other
variables that can affect work
readiness such as soft skills, learning
achievement, learning outcomes,
parent and other support so that the
conclusions obtained can be more
comprehensive.
BIBLIOGRAPHY
Agus Fitriyanto. (2006). Ketidakpastian
Memasuki Dunia Kerja Karena
Pendidikan. Jakarta: Dineka Cipta.
B. Renita. (2006). Bimbingan dan
Konseling SMA I untuk Kelas X.
Jakarta: Penerbit Erlangga.
Dalyono. (2005). Psikologi Pendidikan.
Jakarta: Rineka Cipta.
Data Badan Pusat Statistik Tingkat
Pengangguran Terbuka 2018. Diakses
pada tanggal 23 Januari 2019.
Danielson.
(2008).
Pendidikan
Kejuruan. Jakarta: Gramedia.
Dewa Ketut. (1993). Bimbingan Karir di
Sekolah-sekolah.
Jakarta:
Ghalia
Indonesia.
Djaali. (2007). Psikologi Pendidikan.
Jakarta: Bumi Aksara.
Ghozali, Imam. 2011. Aplikasi Analisis
Multivariate dengan Program IBM
SPSS19.
Semarang:
Universitas
Diponegoro.
Nana Syaodih Sukmadinata. (2009).
Landasan
Psikologi
dan
Proses
Pendidikan. Bandung: PT Remaja
Rosdakarya.
Oemar Hamalik. (2008). Proses Belajar
Mengajar. Jakarta: Bumi Aksara.
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JOURNAL ECONOMICS
Slameto. (2010). Belajar dan Faktorfaktor yang Mempengaruhi. Jakarta:
Rineka Cipta.
Suharsimi Arikunto. (2010). Prosedur
Penelitian Pendidikan. Jakarta : PT
Rineka Cipta.
13
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