Effect of Work-Integrated Learning and Instructor Skills on Vocational Graduates' Work Readiness: The Mediating Role of Self-Efficacy

Yati Yati (Department of Economic Education, Universitas Terbuka)
Fitra Jaya (Department of Economic Education, Universitas Terbuka)
Agussalim Agussalim (Department of Economic Education, Universitas Negeri Makassar)
Andi Tenri Ampa (Department of Economic Education, Universitas Negeri Makassar)
Andi Annisa Sulolipu (Department of Economic Education, Universitas Negeri Makassar)

Jurnal Pendidikan Progresif
Vol 16, No 1 (2026): Jurnal Pendidikan Progresif

Graduate work readiness has become a crucial issue given the high unemployment rate among Vocational High School (SMK) graduates, thus requiring a deep understanding of the factors that influence it. This study aims to analyze the effect of work-integrated learning and instructor skills on the work readiness of SMK graduates in West Java Province, with self-efficacy as a mediating variable. The main objective of this research is to explain the role of self-efficacy as a mediator between work-integrated learning experiences and instructor quality on work readiness. The study employed a quantitative, cross-sectional survey design. The sample consisted of 292 public Vocational High School graduates in West Java selected through a multistage cluster random sampling technique to ensure geographical representativeness and diversity of vocational programs. Data were collected using validated, structured questionnaires with Likert-scale responses that measured four main constructs: work-integrated learning, instructor skills, self-efficacy, and work readiness. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares. Work-integrated learning and instructor skills have positive and significant effects on the self-efficacy of Vocational High School graduates. Self-efficacy proves to have a positive and strong influence on work readiness, indicating that self-confidence (self-efficacy) is an important predictor of work readiness. Although work-integrated learning and instructor skills also have direct effects on work readiness, these effects are relatively small compared with the indirect effects mediated by self-efficacy. Self-efficacy is a key factor in reducing the unemployment rate among Vocational High School graduates. The practical implications highlight the importance of graduates' self-confidence, work-integrated learning, and the strengthening of instructors' pedagogical and professional competencies as solutions for improving the work readiness of Vocational High School graduates. Keywords: integrated learning, instructors skill, work readiness, self-confidence.