WORK READINESS OF VOCATIONAL HIGH SCHOOL STUDENTS AFTER INDUSTRIAL WORK PRACTICE: A SEQUENTIAL EXPLANATORY MIXED METHODS STUDY

  • Nur Syafutri Hidayat Faculty of Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Indonesia
  • Andi Dwi Resqi Pramana Faculty of Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Indonesia
  • Yayuk Astuti Faculty of Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Indonesia
DOI: https://doi.org/10.36655/jsp.v14i2.2616
Keywords: Industrial Work Practice, Work Readiness, Vocational Education, Sequential Explanatory Mixed Methods, Work-Integrated Learning

Abstract

Industrial Work Practice (IWP) provides vocational students with authentic workplace experiences that may support their transition from school to employment. However, limited research has examined how different dimensions of work readiness are experienced and developed during IWP. This study examined vocational students’ work readiness after completing IWP at Donut Lylo Pinrang using a sequential explanatory mixed methods design. Quantitative data were collected from 47 vocational students using a Work Readiness Scale adapted from Caballero et al. (2011) and analysed descriptively. Qualitative data were obtained through semi-structured interviews with six students representing different levels of work readiness and one industrial supervisor. Interview data were analysed thematically, and quantitative and qualitative findings were integrated through a joint display and meta-inference. Quantitative findings indicated high work readiness across six dimensions: hard skills (80.94%), soft skills (81.28%), work motivation (80.85%), work maturity (80.17%), adaptability (80.26%), and resilience (78.47%). Qualitative findings identified three themes: authentic workplace experience enhanced professional competence; workplace interaction fostered soft skills; and workplace challenges supported resilience and adaptability. Integrated findings suggest that authentic workplace participation, industrial supervision, and collaborative interaction were important experiences supporting students’ work readiness. The findings highlight the value of structured workplace learning and mentoring in vocational education.

Published
2026-08-18
Issue
Vol 14 No 2 (2026): Agustus
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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