Self-confidence and hardiness towards work readiness: Study on vocational high school students

Tentama, Fatwa; Subardjo, Subardjo; Mulasari, Surahma Asti; Merdiaty, Netty

doi:10.5861/ijrsp.2019.4004

Cited by 5 publications

(3 citation statements)

References 28 publications

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“…This is in line with the study of Pulakos, Dorsey & White (2006), Polyhart & Bliese (2006), Huang et al (2014), andTentema et al (2019). Tentama et al (2019) revealed that two aspects of personality, namely self-confidence and hardiness, had a significant effect on the readiness to work for vocational school graduates. The occupation in the future require prospective workers who are accustomed to working under pressure, along with the rapidly changing work environment.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting Employability Achievement of Vocational School Prospective Graduates in the Pandemic COVID-19 Era

Prianto

Firman

2022

IJLD

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The global pandemic that has lasted 1.5 years has caused learning activities in vocational schools carried out from home, except for practical learning which can still be carried out in schools with a certain number of students. Those affect the intensity of student involvement in Practical Learning which, is the main characteristic of learning activities in vocational schools. This study aimed to examine the effects of students' involvement intensity toward Practical Learning on the competitiveness, adaptability, and job performance of prospective vocational school graduates in East Java. This study used descriptive analysis techniques, analysis of variance, and confirmatory factor analysis. This study revealed that the COVID-19 pandemic which, causes restrictions on learning activities, harmed the employability level of prospective graduates. The average employability of prospective graduates is at the upper-moderate level. The mediation of students' competitive readiness and adaptability in practical learning has a positive impact on the employability of prospective graduates. Teachers and parents need to strengthen their awareness of the importance of continuing education despite the pandemic. Students need to be motivated to learn to be more capable of becoming independent learners.

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Section: Discussionmentioning

confidence: 99%

Factors Affecting Employability Achievement of Vocational School Prospective Graduates in the Pandemic COVID-19 Era

Prianto

Firman

2022

IJLD

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“…Makki et al (2015) study found a positive significant relationship between work readiness skills, career self-efficacy and career exploration among graduate students. Tentama et al (2019) found that the higher the student's confidence and hardiness, the better the work readiness. Schembari (2018) found that there was little or no relationship between anticipated person-job fit and the role of HEI in raising confidence.…”

Section: Concepts Models and Theories Addressing Confidence To Work I...mentioning

confidence: 98%

Preparing the future workforce for 2030: the role of higher education institutions

Pandya,

Ruhi,

Patterson

2023

Front. Educ.

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The invasion of futuristic technologies has made it inevitable for the future workforce to confront this reality and be ready to work in the new world of work in 2030. Higher education institutions (HEIs) are obligated to assume a pivotal role in equipping students with the requisite competencies. COVID-19 has expedited the development process compelling HEIs to make a mega shift to prepare the future workforce. Primary data was collected from HEI students across 11 countries to analyse their confidence to work in the new world of work in 2030 and to understand the role of HEIs in influencing students’ confidence. Exploratory Factor Analysis (EFA) and Partial Least squares (PLS) based structural equation modeling (SEM) procedures were employed to estimate a structural model of awareness and readiness (cognitive) and confidence (affective) factors, and the combined effect of HEI, awareness, and readiness on overall student confidence in their knowledge, skills and abilities. The statistical results indicate that there are strong significant relations between the HEI-Awareness; HEI-Awareness-Confidence; HEI-Readiness; and HEI-Readiness-Confidence and these dependencies are not just by chance. The results of this research are significant for higher education policy developers and curriculum developers to incorporate future competencies in the program. Further, educators and researchers will benefit from the results to develop teaching strategies and content to equip the future workforce for 2030.et.

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“…Work readiness consists of the industry-required competencies. Graduating from a VHS with a high level of job preparation will influence self-confidence at work, the capacity to get a career, and high levels of  ISSN: 2252-8822 production [13], [14]. In VHS, work readiness can be developed in phases through preparation, implementation, and evaluation of learning.…”

Section: Introductionmentioning

confidence: 99%

Developing learning and training within industry model to improve work readiness of vocational high school students

Sudarsono,

Listyaningrum,

Tentama

et al. 2024

IJERE

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<span lang="EN-US">Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness.</span>

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Self-confidence and hardiness towards work readiness: Study on vocational high school students

Cited by 5 publications

References 28 publications

Factors Affecting Employability Achievement of Vocational School Prospective Graduates in the Pandemic COVID-19 Era

Factors Affecting Employability Achievement of Vocational School Prospective Graduates in the Pandemic COVID-19 Era

Preparing the future workforce for 2030: the role of higher education institutions

Developing learning and training within industry model to improve work readiness of vocational high school students

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