The Effect of Learning Environment on Vocational High School Students’ Work Readiness with Work Motivation as a Mediating Variable and Gender as a Control Variable

Abstract

This study examines the effect of Learning Environment on Work Readiness of Vocational High School (SMK) students, with Work Motivation as a mediating variable and Gender as a control variable. A quantitative approach was employed using primary data collected from 204 Grade XII students from several vocational schools in Bandung Regency via purposive sampling and questionnaire. Conditional Process Modeling (CPM) through PROCESS Hayes Model 4 in SPSS was applied for data analysis. Results show that: (1) Learning Environment has a significant positive direct effect on Work Readiness (β = 0.192; p = 0.001); (2) Learning Environment significantly influences Work Motivation (β = 0.492; p < 0.001); (3) Work Motivation has a very strong positive effect on Work Readiness (β = 0.889; p < 0.001); and (4) Work Motivation partially mediates the relationship between Learning Environment and Work Readiness (indirect effect = 0.437; 95% CI [0.261; 0.582]). Gender functions as a significant control variable (β = −1.180; p = 0.009). The model explains 66.1% of variance in Work Readiness (R² = 0.661). These findings imply that improving student work readiness requires not only enhancement of the learning environment but also systematic strengthening of work motivation.