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All Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Sabila, Inne
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Penerapan Teaching Factory dan Keterlibatan Siswa dalam Pembelajaran Terhadap Kesiapan Kerja Siswa Kelas XII SMK Negeri 2 Boyolangu Tahun Pelajaran 2025/2026 Sabila, Inne; Umami, Nailariza; Suja`i, Imam Sukwatus
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.6543

Abstract

The high Open Unemployment Rate (OUR) among vocational high school graduates indicates that work readiness remains an important issue in vocational education. This study aimed to determine the effect of Teaching Factory implementation and student engagement in learning on the work readiness of twelfth-grade students at SMK Negeri 2 Boyolangu in the 2025/2026 academic year. This study employed a quantitative approach with an associative research design. The population consisted of all twelfth-grade students at SMK Negeri 2 Boyolangu, with a sample of 255 students selected using proportionate stratified random sampling. Data were collected through questionnaires and analyzed using multiple linear regression using IBM SPSS Statistics 23. The results showed that the implementation of Teaching Factory had a positive and significant effect on students' work readiness (Sig. = 0.001 < 0.05), student engagement in learning had a positive and significant effect on students' work readiness (Sig. = 0.000 < 0.05), and both variables simultaneously had a positive and significant effect on students' work readiness (Sig. = 0.000 < 0.05). The Adjusted R Square value of 0.405 indicates that 40.5% of students' work readiness is influenced by the implementation of Teaching Factory and student engagement in learning, while the remaining 59.5% is influenced by other factors beyond the scope of this study.
Co-Authors Suja`i, Imam Sukwatus Umami, Nailariza