Meyta Putri Puspita, Ahmad Nurkhin

Pengaruh Teaching Factory Dan Praktik Kerja Industri Terhadap Kesiapan Kerja Siswa Akuntansi Dimoderasi Motivasi Kerja

Introduction

Pengaruh teaching factory dan praktik kerja industri terhadap kesiapan kerja siswa akuntansi dimoderasi motivasi kerja . Analisis pengaruh teaching factory & praktik kerja industri terhadap kesiapan kerja siswa akuntansi, dimoderasi motivasi kerja. Temukan hasil regresi moderasi & pentingnya evaluasi teaching factory.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh teaching factory dan praktik kerja industri terhadap kesiapan kerja siswa akuntansi yang dimoderasi oleh motivasi kerja. Penelitian ini menggunakan pendekatan kuantitatif kausalitas. Sampel penelitian adalah 108 siswa kelas XII SMKN 2 Semarang yang menggunakan metode nonprobability, yaitu teknik purposive sampling, yang telah ditetapkan berdasarkan tujuan penelitian. Teknik analisis data penelitian yang digunakan adalah analisis regresi moderasi/MRA (Moderated Regression Analysis) dengan bantuan aplikasi SPSS Statistics 26. Hasil penelitian menunjukkan bahwa teaching factory berpengaruh negatif terhadap kesiapan kerja dan praktik kerja industri berpengaruh positif terhadap kesiapan kerja siswa. Motivasi kerja dapat memperkuat pengaruh teaching factory terhadap kesiapan kerja, namun tidak dapat memperkuat pengaruh praktik kerja industri terhadap kesiapan kerja. Studi ini menegaskan pentingnya evaluasi pelaksanaan teaching factory untuk menjamin kualitas dan efektivitasnya terhadap kesiapan kerja siswa.

Review

The study investigates the influence of teaching factories and industrial work practices on the work readiness of accounting students, with work motivation serving as a moderating variable. Employing a quantitative causal approach, the research effectively addresses a relevant topic within vocational education, particularly concerning the preparedness of graduates for the workforce. A key strength lies in its attempt to disentangle the individual and moderated effects of these practical learning experiences. The findings present a mixed picture: industrial work practices positively impact work readiness, as might be expected, while, surprisingly, teaching factories are found to have a negative influence. Work motivation also plays a nuanced role, strengthening the effect of teaching factory but not industrial practice. This nuanced set of results provides valuable insights into the effectiveness of current vocational training models. The methodology, based on a quantitative causality approach, utilized a sample of 108 twelfth-grade accounting students from SMKN 2 Semarang, selected via purposive sampling. While purposive sampling is suitable for specific research objectives, its non-probability nature inherently limits the generalizability of the findings beyond the specific context studied. The use of Moderated Regression Analysis (MRA) with SPSS Statistics 26 is an appropriate statistical technique for testing the hypothesized relationships and moderation effects. However, the abstract's brevity on measurement instruments or specific operationalizations of "work readiness," "teaching factory," "industrial work practice," and "work motivation" leaves some methodological questions unanswered. A more detailed account of these aspects would strengthen the methodological rigor and transparency. The most intriguing finding is the negative influence of teaching factories on student work readiness, a result that strongly warrants further investigation and explanation within the main text. The abstract's concluding remark about the importance of evaluating teaching factory implementation suggests that the authors themselves acknowledge potential issues in practice, which could explain this counter-intuitive outcome. Conversely, the positive impact of industrial work practices aligns with general expectations for vocational education. The specific moderation effects of work motivation—strengthening the teaching factory's influence but not industrial practice's—add complexity and suggest that student motivation might differentially interact with structured in-school practical learning versus external real-world experience. The study's primary implication is the critical need for a thorough re-evaluation of teaching factory pedagogical approaches and practical execution to ensure they effectively contribute to student preparedness, rather than detracting from it. Future research could explore the specific factors contributing to the negative effect of teaching factories, perhaps through qualitative methods, and compare the effectiveness across different vocational specializations or school contexts.

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