Fathuddin Nur Mauludy, Aunu Rofiq Djaelani, Bayu Ari Wibowo, Muhammad Priya Permana

PENGARUH LITERASI DALAM PEMBELAJARAN DAN PRAKTEK KERJA LAPANGAN TERHADAP KESIAPAN KERJA SISWA KELAS XII TEKNIK OTOMOTIF SMK TLOGOSARI SEMARANG

Introduction

Pengaruh literasi dalam pembelajaran dan praktek kerja lapangan terhadap kesiapan kerja siswa kelas xii teknik otomotif smk tlogosari semarang. Ketahui pengaruh literasi pembelajaran & praktik kerja lapangan (PKL) pada kesiapan kerja siswa SMK Otomotif Tlogosari Semarang. Penelitian ini menunjukkan dampak positif & signifikan.

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh literasi dalam pembelajaran dengan kesiapan kerja, mengetahui pengaruh praktik kerja lapangan dengan kesiapan kerja, mengetahui pengaruh literasi dengan praktik kerja lapangan dengan kesiapan kerja siswa kelas XII teknik otomotif SMK Tlogosari Semarang. Teknik pengumpulan data yang digunakan adalah analisis deskriptif variabel, uji persyaratan analisis, dan uji hipotesis. Hasil penelitian menunjukkan uji t nilai signifikansi variabel Literasi dalam Pembelajaran (X1) adalah 0,00. Karena nilai signifikansi 0,00 < probabilitas 0,01, atau dilihat dari besarnya angka koefisien determinasi (Adjusted R Square) adalah 0,934 atau sama dengan 93,4%, sedangkan 6,6% dipengaruhi oleh variabel lain. Praktik Kerja Lapangan (X2) adalah 0,00. Karena nilai signifikansi 0,00 < probabilitas 0,01, nilai (Adjusted R Square) adalah 0,260 atau 26%, dan 74% sisanya dipengaruhi oleh variabel lain. Dari hasil uji analisis, F hitung sebesar 266,903 dan nilai signifikansi F sebesar 0,000. Dengan menggunakan k; n-k, 32 (34-2) diperoleh nilai F tabel 3,29. Dari hasil tersebut, nilai F hitung 266,903 lebih besar dari F tabel 3,29 dan nilai signifikansi F sebesar 0,000 lebih rendah dari 0,05 (α = 5%) yang menunjukkan Ho ditolak dan Ha diterima, sehingga hipotesis yang menyatakan "ada pengaruh Literasi dalam pembelajaran (X1) dan praktik kerja lapangan (X2) terhadap Kesiapan Kerja siswa kelas XII Teknik Otomotif SMK Tlogosari Semarang" dapat diterima. Dengan hasil uji analisis koefisien determinasi Adjusted R square 0,942 diindikasikan 94,2%. Dari hasil penelitian di atas dapat disimpulkan bahwa semua variabel memiliki pengaruh positif dan signifikan.

Review

This paper, titled "PENGARUH LITERASI DALAM PEMBELAJARAN DAN PRAKTEK KERJA LAPANGAN TERHADAP KESIAPAN KERJA SISWA KELAS XII TEKNIK OTOMOTIF SMK TLOGOSARI SEMARANG," investigates crucial factors influencing vocational students' work readiness. The research specifically aims to determine the individual and combined effects of literacy in learning and fieldwork practice on the work readiness of 12th-grade automotive engineering students at SMK Tlogosari Semarang. This focused objective provides a clear direction for the study, addressing a pertinent issue within vocational education concerning preparing students effectively for the workforce. Employing a quantitative approach, the study utilized descriptive variable analysis, prerequisite assumption tests, and hypothesis testing, including t-tests and F-tests, to analyze the collected data. The findings demonstrate a highly significant influence of literacy in learning on work readiness, with a substantial Adjusted R-square of 0.934, indicating that 93.4% of work readiness is explained by this variable. Similarly, fieldwork practice also significantly impacts work readiness, showing an Adjusted R-square of 0.260. Crucially, the simultaneous test revealed a strong combined effect, with an F-hitung of 266.903 and a significance of 0.000, leading to the acceptance of the hypothesis that both literacy in learning and fieldwork practice collectively influence work readiness. The overall model's Adjusted R-square of 0.942 further solidifies the strong predictive power of these two independent variables on student work readiness. The study's strengths lie in its clear articulation of objectives and the robust statistical analysis employed, which yielded highly significant results across all hypotheses. The very high coefficient of determination for the combined model underscores the critical role of both literacy in learning and practical fieldwork experiences in shaping the work readiness of vocational students. This research offers valuable insights for vocational education stakeholders, suggesting that enhancing literacy within learning environments and providing meaningful fieldwork opportunities are paramount for improving student employability. While the findings are compelling, future research could explore the specific components of "literacy in learning" that are most impactful and investigate potential mediating or moderating factors that could further refine our understanding of this complex relationship. Nonetheless, this study provides strong empirical evidence supporting strategic investments in these areas within vocational curriculum development.

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