Hubungan Occupational Skill dan Self-Perceived Employability Terhadap Kemampuan Adaptasi untuk Menghadapi Dunia Kerja Era Revolusi Industri 4.0 Siswa SMK Kopetensi Keahlian Teknik Otomasi Industri Kabupaten Malang
DOI:
https://doi.org/10.21009/JEVET.0081.02Keywords:
adaptability, industrial revolution era 4.0, occupational skill, self-perceived employabilityAbstract
Abstrak
Penelitian ini bertujuan untuk mengetahui: 1) Deskripsi tingkat kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0; 2) Deskripsi tingkat Occupational Skill; 3) Deskripsi tingkat Self-Perceived Employability; 4) Signifikansi hubungan Occupational Skill dengan kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0; 5) Signifikansi hubungan Self-Perceived Employability dengan kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0; 6) Signifikansi hubungan Occupational Skill dan Self-Perceived Employability dengan kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0 siswa SMK Kompetensi Keahlian Teknik Otomasi Industri di Kabupaten Malang. Penelitian ini menggunakan metode pendekatan kuantitatif dengan rancangan deskriptif korelasional. Populasi dalam penelitian adalah siswa SMK Negeri 1 Singosari dan SMK Muhammadiyah 1 Kepanjen kelas 13 dengan sampel sebanyak 105 siswa. Teknik pengumpulan data menggunakan kuesioner atau angket. Data dianalisis menggunakan uji korelasi parsial dan uji hipotesis untuk mengetahui hubungan variabel bebas dengan variabel terikat secara parsial dan simultan. Hasil penelitian menunjukkan bahwa kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0 masuk dalam kategori sangat tinggi, Occupational Skill masuk dalam kategori tinggi, dan Self-Perceived Employability masuk dalam kategori tinggi. Penelitian ini menunjukkan jika siswa mampu mengembangkan Occupational Skill yang sesuai dengan kurikulum SMK, maka mempengaruhi kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0. Tingginya Self-Perceived Employability akan meningkatkan kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0 pada siswa. Selain itu, jika tingkat Occupational Skill yang tinggi diikuti dengan tingginya Self-Perceived Employability, maka kemampuan adaptasi untuk menghadapi dunia kerja di era revolusi industri 4.0 akan meningkat.
Abstract
This study aims to determine: 1) Description of the level of adaptability to face the world of work in the era of the industrial revolution 4.0; 2) Description of Occupational Skill level; 3) Description of the level of Self-Perceived Employability; 4) The significance of the relationship between Occupational Skills and adaptability to face the world of work in the era of the industrial revolution 4.0; 5) The significance of the relationship between Self-Perceived Employability and adaptability to face the world of work in the era of the industrial revolution 4.0; 6) The significance of the relationship between Occupational Skill and Self-Perceived Employability with the ability to adapt to face the world of work in the industrial revolution 4.0 era for SMK students of Industrial Automation Engineering Expertise Competence in Malang Regency. This study uses a quantitative approach with a descriptive correlational design. The population in this study were students of SMK Negeri 1 Singosari and SMK Muhammadiyah 1 Kepanjen class 13 with a sample of 105 students. Data collection techniques using questionnaires or questionnaires. Data were analyzed using partial correlation test and hypothesis testing to determine the relationship between the independent variable and the dependent variable partially and simultaneously. The results showed that the ability to adapt to the world of work in the era of the industrial revolution 4.0 was in the very high category, Occupational Skills were in the high category, and Self-Perceived Employability was in the high category. This study shows that if students are able to develop Occupational Skills in accordance with the SMK curriculum, it will affect their adaptability to face the world of work in the era of the industrial revolution 4.0. High Self-Perceived Employability will increase students' adaptability to face the world of work in the era of the industrial revolution 4.0. In addition, if a high level of Occupational Skill is followed by a high level of Self-Perceived Employability, then the ability to adapt to the world of work in the era of the industrial revolution 4.0 will increase.
References
Chun, J., & Jyung, C.-Y. (2021). Perceived employability of Korean employees: a multi-dimensional approach. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-021-09475-2
Ennerberg, E., & Economou, C. (2022). Career Adaptability among Migrant Teachers Re-Entering the Labour Market: a Life Course Perspective. Vocations and Learning. https://doi.org/10.1007/s12186-022-09290-y
Gonçalves, A. P., Martins, G. H., Salvador, A. P., Machado, G. M., Carvalho, L. de F., & Ambiel, R. A. M. (2020). Career adaptability and associations with personality traits and pathological traits utilizing network analysis. International Journal for Educational and Vocational Guidance, 21(2), 379–394. https://doi.org/10.1007/s10775-020-09448-x
Groof, J. D., Daniëls, E., Gijbels, D., Kyndt, E., Wille, B., & Van den Bossche, P. (2022). Ready? Steady? Grow! Readiness for Participating in Learning in Dual Education. Vocations and Learning. https://doi.org/10.1007/s12186-022-09297-5
Grosemans, I., Cuyper, N. D., Forrier, A., & Vansteenkiste, S. (2023). Graduation is not the end, it is just the beginning: Change in perceived employability in the transition associated with graduation. Journal of Vocational Behavior, 145, 103915–103915. https://doi.org/10.1016/j.jvb.2023.103915
Gunawan, W., Creed, P. A., & Glendon, A. I. (2020). Young adults’ perceived future employability: antecedents and consequences. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-020-09430-7
Hsu, A. J. C., Chen, M. Y.-C., & Shin, N.-F. (2021). From academic achievement to career development: does self-regulated learning matter? International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-021-09486-z
Jackson, D. J. R., Jones, A., Michaelides, G., & Dewberry, C. (2024). Well-being and empowerment perceptions in a sudden shift to working from home. Journal of Vocational Behavior, 151, 104000–104000. https://doi.org/10.1016/j.jvb.2024.104000
Le, A. H., Troth, A. C., & Billett, S. (2023). Elaborating the Relations Amongst Workers’ Learning, Innovations and Well-Being. Vocations and Learning. https://doi.org/10.1007/s12186-023-09336-9
Lemmetty, S. (2024). Real-Time and Long-Term Challenges of Remote Learning and Innovation: Cases from Police and Technology Organisations. Vocations and Learning. https://doi.org/10.1007/s12186-024-09354-1
Lo Presti, A., De Rosa, A., & Zaharie, M. (2021). The route to employability: a longitudinal study on a sample of Italian job seekers. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-021-09482-3
Ma, B., Krötz, M., & Winther, E. (2024). Domain-Linked and Domain-Specific Competence: a Validation Study of a Two-Dimensional Model of Economic Vocational Competence in Germany. Vocations and Learning, 17(3), 459–485. https://doi.org/10.1007/s12186-024-09350-5
Ng, T. W. H. (2024). Workplace hurdles and innovative behavior: A meta-analysis. Journal of Vocational Behavior, 149, 103968–103968. https://doi.org/10.1016/j.jvb.2024.103968
Oh, I.-S., Le, H., Hu, D., & Robbins, S. B. (2024). Any port in a storm: Emotional stability as a stabilizer for the job performance-voluntary turnover relationship. Journal of Vocational Behavior, 150, 103973–103973. https://doi.org/10.1016/j.jvb.2024.103973
Päivi , H., Vähäsantanen, K., & Ikävalko, H. (2022). An Integrative Approach to Emotional Agency at Work. Vocations and Learning, 16(1), 23–46. https://doi.org/10.1007/s12186-022-09299-3
Poizat, G., Drakos, A., Ambrosetti, É., Flandin, S., Luc Ria, & Leblanc, S. (2024). Enactive Design-Based Research in Vocational and Continuing Education and Training. Vocations and Learning, 17(3), 537–563. https://doi.org/10.1007/s12186-024-09348-z
Rausch, A., Abele, S., Deutscher, V., Greiff, S., Kis, V., Messenger, S., Shackleton, J., Tramonte, L., Ward, M., & Winther, E. (2024). Designing an International Large-Scale Assessment of Professional Competencies and Employability Skills: Emerging Avenues and Challenges of OECD’s PISA-VET. Vocations and Learning. https://doi.org/10.1007/s12186-024-09347-0
Rodrigues, R., van Harten, J., De Cuyper, N., Grosemans, I., & Butler, C. (2024). On your marks, get set, go! Jumping the hurdles of employability development at an early career stage. Journal of Vocational Behavior, 151, 103999. https://doi.org/10.1016/j.jvb.2024.103999
Soares, J., do Céu Taveira, M., de Oliveira, M. C., Oliveira, Í. M., & Melo-Silva, L. L. (2021). Factors influencing adaptation from university to employment in Portugal and Brazil. International Journal for Educational and Vocational Guidance, 21(3), 507–529. https://doi.org/10.1007/s10775-020-09450-3
Vos, M., Baartman, L., van, & Bruijn, E. de . (2023). How do workplace educators assess student performance at the workplace? A qualitative systematic review. Vocations and Learning. https://doi.org/10.1007/s12186-023-09328-9
Wintersberg, L., & Pittich, D. (2025). Digital Transformation of Corporate Technical Education and Training – A Case Study on Instructional Designers´ Perceptions. Vocations and Learning, 18(1). https://doi.org/10.1007/s12186-025-09360-x
