Wulan Sari, 7101419302 (2013) PENGARUH PRAKTIK KERJA LAPANGAN, PENGUASAAN MATA DIKLAT PRODUKTIF, DAN MOTIVASI KERJA SEBAGAI VARIABEL MODERASI TERHADAP KESIAPAN KERJA PESERTA DIDIK KELAS XII BISNIS DARING DAN PEMASARAN DI SMK NEGERI 1 PATI. Under Graduates thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Vocational High School is a vocational education which has the aim of preparing students to work in certain fields. The unemployment rate for graduates of SMK Negeri 1 Pati has increased in the last two years. In 2020 there are 6 students who are not yet working and in 2021 there are 15 students who are not yet working. This study aims to determine the effect of field work practices, mastery of productive education and training subjects, and work motivation as a moderating variable on the work readiness of class XII online business and marketing students at SMK Negeri 1 Pati. The population of this study were all class XII students of the Online Business and Marketing expertise program at SMK Negeri 1 Pati with a total of 70 students and the sample in this study was the entire population of 70 students. The sampling technique used is probability sampling. The data collection method uses a questionnaire. The data analysis method used is descriptive analysis and moderated regression analysis (MRA). The results of the descriptive analysis show that work readiness, field work practices, mastery of productive training subjects, and work motivation are in the high category. The results of the study show that field work practices have a positive and significant effect on work readiness. Mastery of productive education and training subjects has a positive and significant effect on work readiness. Work motivation cannot moderate negatively and the effect of field work practices on work readiness is not significant. Work motivation cannot negatively and significantly moderate the effect of mastery of productive education and training subjects on work readiness. The conclusion of this study is that field work practices and mastery of productive education and training subjects have a positive and significant effect on work readiness. Work motivation cannot moderate the effect of field work practices and mastery of productive education and training subjects on work readiness. Suggestions in this study for teachers supervising fieldwork practices need to improve evaluation of students so that they can optimize the practical results of students and it is hoped that teachers will be more creative and selective in selecting models, methods and learning media during learning.

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