The Effect of Literacy and Numeracy Skills and Field Work Experience on Employment Readiness Through Self-Efficacy Among Students at State Vocational High Schools in Batam
DOI:
10.29303/jppipa.v12i8.15780Published:
2026-08-25Downloads
Abstract
This study was motivated by the suboptimal work readiness of vocational high school graduates, as reflected in the low alignment between graduates’ competencies and job fields, the length of time spent waiting for employment, and declining literacy and numeracy achievement based on data from the Education Report Card. This study aims to analyze the influence of literacy skills, numeracy skills, and Field Work Practice (PKL) experience on work readiness through self-efficacy among students at a public vocational high school in Batam. A quantitative approach with a descriptive-correlational design was used. The study population consisted of 385 12th-grade students in the Electrical Power Installation Technology (TITL) program at a public vocational high school in Batam who had completed their Field Work Practice. A sample of 196 students was selected using purposive sampling, justified based on the Slovin formula, the Rule of 10, and the Inverse Square Root method. Data were collected via a validated and reliable questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The results indicate that literacy skills (β = 0.202; p = 0.002), numeracy skills (β = 0.308; = 0.000), and industrial work experience (β = 0.469; p = 0.000) each have a positive and significant effect on self-efficacy, while self-efficacy has a positive and significant effect on work readiness (β = 0.504; p = 0.000). Self-efficacy was also found to act as a partial mediator of the effects of literacy skills (β = 0.102; p = 0.012), numeracy skills (β = 0.155; p = 0.000), and industrial work experience (β = 0.236; p = 0.000) on work readiness. Industrial work experience emerged as the most dominant predictor of self-confidence, while self-confidence was the strongest determinant of work readiness. These findings indicate that improving the quality of industrial work experience, providing context-based literacy and numeracy instruction, and fostering students’ self-confidence should be prioritized in vocational education to produce competent, confident, and work-ready graduates.
Keywords:
Employment readiness Field work experience Literacy skills Numeracy skills Self-efficacy Vocational educationReferences
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