<![CDATA[The rapid disruption of modern automotive technology, such as Electronic Fuel Injection (EFI) systems, electronic control modules, and advanced sensors within Batam's industrial hub, demands a comprehensive link and match alignment regarding vocational graduates' work readiness. This study examined the technical and mental readiness of Automotive Light Vehicle Engineering (TKRO) students at SMKS Al-Azhar Batam in responding to the demands of modern automotive technology within Batam’s industrial environment. A descriptive qualitative approach was employed involving five students, two vocational teachers, and two industry instructors selected purposively. Data were gathered through observation, in-depth interviews, and document analysis, then examined using the Miles and Huberman interactive model. Data credibility was strengthened through source and technique triangulation. The findings revealed that students possessed adequate cognitive foundations in periodic maintenance, basic tool operation, and occupational safety and health (OSH) procedures. Nevertheless, psychomotor competence remained insufficient in operating digital diagnostic devices (scan tools), interpreting fault data (live data stream), utilizing specialized tools (SST), and meeting industrial time standards. In the mental domain, understanding of the 5S work culture had been established, whereas initiative, professional communication, adaptability, and self-confidence (self-efficacy) still required reinforcement. Readiness was supported by intrinsic motivation, teacher assistance, and industrial partnerships. Conversely, limited access to advanced facilities and administratively oriented pre-internship preparation constituted the primary barriers. Therefore, curriculum alignment, broader practical exposure, and integrated mental preparation should be strengthened before students enter professional automotive workplaces. ABSTRAK Pesatnya disrupsi teknologi otomotif modern seperti sistem Electronic Fuel Injection (EFI), modul kendali komputer, dan sensor canggih di kawasan industri Batam menuntut penyepadanan (link and match) kesiapan kerja lulusan SMK secara komprehensif. Riset ini bertujuan menelaah kesiapan teknis dan mental siswa Program Keahlian Teknik Kendaraan Ringan Otomotif (TKRO) SMKS Al-Azhar Batam dalam merespons tuntutan teknologi otomotif modern di lingkungan industri Batam. Pendekatan kualitatif deskriptif digunakan dengan melibatkan lima siswa, dua guru produktif, dan dua instruktur industri yang ditetapkan secara purposif. Data diperoleh melalui observasi, wawancara mendalam, serta studi dokumentasi, kemudian dianalisis memakai model interaktif Miles dan Huberman. Keabsahan informasi diperkuat melalui triangulasi teknik dan sumber. Temuan riset memperlihatkan bahwa landasan kognitif siswa telah cukup memadai dalam pelaksanaan perawatan berkala, penggunaan peralatan dasar, serta penerapan Keselamatan dan Kesehatan Kerja (K3). Meskipun demikian, keterampilan psikomotorik belum sepenuhnya berkembang pada pengoperasian perangkat diagnosis digital (scan tool), penafsiran data gangguan (live data stream), pemanfaatan Special Service Tools (SST), dan pemenuhan standar waktu industri. Pada ranah mental, pemahaman terhadap budaya 5S telah terbentuk, sedangkan prakarsa, komunikasi profesional, adaptabilitas, dan keyakinan diri (self-efficacy) masih memerlukan penguatan. Kesiapan tersebut ditopang oleh motivasi intrinsik, pendampingan guru, dan kemitraan industri. Sebaliknya, keterbatasan sarana mutakhir serta pembekalan pra-PKL yang masih berorientasi administratif menjadi kendala utama. Oleh karena itu, sinkronisasi kurikulum, perluasan pengalaman praktik, dan penguatan mental perlu dilaksanakan secara terpadu sebelum siswa memasuki lingkungan kerja profesional. ]]>
