Research Article
Overview of Work Readiness in Vocational Students
@INPROCEEDINGS{10.4108/eai.29-5-2025.2360814, author={Pratista Arya Satwika and Farida Hidayati and Selly Astriana and Rin Widya Agustin and Tri Rejeki Andayani and Risha Vania Jovita and Zakira Adila Jari}, title={Overview of Work Readiness in Vocational Students}, proceedings={Proceedings of the 7th International Seminar on Psychology Universitas Muhammadiyah Purwokerto, ISPsy 2025, 29th May 2025, Purwokerto, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ISPSY}, year={2025}, month={12}, keywords={vocational students; work readiness; workplace}, doi={10.4108/eai.29-5-2025.2360814} }- Pratista Arya Satwika
Farida Hidayati
Selly Astriana
Rin Widya Agustin
Tri Rejeki Andayani
Risha Vania Jovita
Zakira Adila Jari
Year: 2025
Overview of Work Readiness in Vocational Students
ISPSY
EAI
DOI: 10.4108/eai.29-5-2025.2360814
Abstract
Work readiness is closely linked to unemployment, with vocational school graduates facing higher unemployment rates than those from other educational levels. This study aims to describe the work readiness of vocational students as a basis for designing learning systems that better respond to the specific competencies required in the labor market. A descriptive design was used, involving 162 vocational students selected through convenience sampling. Data were collected via an online survey using the Work Readiness Scale. Findings show that 69.14% of students demonstrate high work readiness, while 30.86% fall into the medium category. The strongest dimensions were responsibility (74.07%), health and safety (70.37%), communication (66.67%), and skills (61.11%). Flexibility and self-view were predominantly in the medium range, highlighting areas for improvement. This study contributes empirical evidence for curriculum and training development. The results imply a need for targeted educational interventions that strengthen flexibility and self-perception through contextual learning and direct engagement with the workplace.
