<![CDATA[Abstract This study examines the partial and simultaneous contributions of soft skills, vocational learning achievement, and industrial work practice to the work readiness of twelfth-grade Light Vehicle Engineering students at SMK Nasional Berbah. A quantitative ex post facto design was used with saturated sampling, involving all 39 students in the population. Soft skills, industrial work practice, and work readiness were measured using four-point Likert questionnaires, while vocational learning achievement was obtained from report-card documentation. The instruments were reviewed for content validity and tested empirically for validity and reliability. Data were analyzed using descriptive statistics, assumption testing, simple regression, and multiple linear regression. The results show that soft skills had a significant positive relationship with work readiness and explained 50.7% of its variance (R² = 0.507; p < 0.001). Industrial work practice also showed a significant positive relationship and explained 61.2% of the variance (R² = 0.612; p < 0.001). Vocational learning achievement was not significantly related to work readiness (R² ≈ 0.000; p = 0.912), a result consistent with the very limited score variation and ceiling effect in the report-card data. Simultaneously, the three predictors explained 72.8% of work-readiness variance (R² = 0.728; F(3,35) = 31.214; p < 0.001). These findings indicate that strengthening soft skills and improving the quality of industrial work practice may be more informative for work-readiness development than relying on relatively homogeneous academic scores alone. Abstrak Penelitian ini bertujuan menganalisis kontribusi parsial dan simultan soft skill, prestasi belajar kejuruan, dan praktik kerja industri terhadap kesiapan kerja peserta didik kelas XII Teknik Kendaraan Ringan di SMK Nasional Berbah. Penelitian menggunakan desain kuantitatif ex post facto dengan teknik sampling jenuh yang melibatkan seluruh 39 peserta didik dalam populasi. Soft skill, praktik kerja industri, dan kesiapan kerja diukur menggunakan kuesioner skala Likert empat tingkat, sedangkan prestasi belajar kejuruan diperoleh dari dokumentasi nilai rapor. Instrumen ditelaah melalui validitas isi dan diuji secara empiris untuk mengetahui validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif, uji prasyarat, regresi sederhana, dan regresi linear berganda. Hasil menunjukkan bahwa soft skill berhubungan positif dan signifikan dengan kesiapan kerja serta menjelaskan 50,7% variasinya (R² = 0,507; p < 0,001). Praktik kerja industri juga berhubungan positif dan signifikan serta menjelaskan 61,2% variasi kesiapan kerja (R² = 0,612; p < 0,001). Prestasi belajar kejuruan tidak menunjukkan hubungan signifikan dengan kesiapan kerja (R² ≈ 0,000; p = 0,912), yang konsisten dengan variasi nilai rapor yang sangat terbatas dan adanya ceiling effect. Secara simultan, ketiga prediktor menjelaskan 72,8% variasi kesiapan kerja (R² = 0,728; F(3,35) = 31,214; p < 0,001). Temuan menunjukkan bahwa penguatan soft skill dan peningkatan mutu pengalaman praktik kerja industri lebih informatif untuk pengembangan kesiapan kerja dibandingkan hanya mengandalkan nilai akademik yang relatif homogen.]]>
