Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6, 2609-2620 2025 Publisher: Learning Gate DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate © 2025 by the authors; licensee Learning Gate History: Received: 7 April 2025; Revised: 3 June 2025; Accepted: 6 June 2025; Published: 30 June 2025 * Correspondence: yeni.tri.2205519@students.um.ac.id The influence of career planning, self-confidence, and internship experience on work values that have an impact on the work readiness of SMK Students in the Tulungagung region Yeni Tri Sesanti1*, Tuwoso2, Adi Atmoko3, Nunung Nurjanah4 1,2,3,4State University of Malang, Indonesia; yeni.tri.2205519@students.um.ac.id (Y.T.S.) tuwoso.ft@um.ac.id (T.) adi.atmoko.fip@um.ac.id (A.A.) nunung.nurjanah.ft@um.ac.id (N.N.) Abstract: Preparing vocational high school students to meet the demands of the job market is a significant challenge. The hypothesis suggests that students' work values, which are determinants of their work readiness, are shaped by factors including career planning, level of self-confidence, and experience in Field Work Practices (PKL). This study aims to determine the effects of career planning, self-confidence, and PKL experience on work values that impact the work readiness of vocational students in the Tulungagung area. The research utilized a quantitative methodology, specifically an ex post facto design. It is a correlational study that seeks to identify the causal phenomena related to the work readiness of vocational high school students in the Tulungagung area. The data collected were evaluated using AMOS 26.0. The results showed that self-confidence has no effect on work value, while career planning and PKL experience have positive effects on work value. This indicates that an increase in work value correlates with an increase in job readiness by 100%. Keywords: Career planning, Job readiness, PKL experience, Self-confidence, Work value. 1. Introduction The goal of Vocational High Schools is to provide students with the academic foundation and practical competencies required for direct employment in industry. Vocational High Schools exist to prepare students for employment by developing both their professional demeanor and practical skills [1]. This means that vocational training will actively contribute to improving the quality of human resources, enabling them to meet the labor demands of the business and industrial sectors. The demands of the Fourth Industrial Revolution necessitate that SMK graduates possess advanced skills and a high level of competitiveness to thrive in the global workforce [2]. Currently, to get a job, you have to go through intense and high competition, and this is a serious problem in the world of work in Indonesia. As a strategic move, the Indonesian government is expanding the number of vocational high schools, aiming to create a closer connection between education and the workforce and ensure graduates find employment [3]. However, SMK, which is expected to be able to reduce the problem of unemployment in Indonesia, has not been able to function properly. There are still many SMK students who do not fully have work readiness so that there are still many SMK graduates who are unemployed after graduation [4]. This proves that there is a gap between expectations and facts in the field. Vocational High Schools are expected to be able to produce work-ready graduates so that they play a role in reducing the unemployment rate in the global era, but the reality is that many vocational school graduates still lack the necessary readiness for employment. This proves the problem that Vocational High School students do not have job readiness after graduating from school. The Central Bureau of Statistics [5] showed that open unemployment in Indonesia is dominated by vocational school graduates. In August 2022, the open unemployment rate of SMK graduates was the highest, at 9.42 percent, more than high school graduates [5]. The open unemployment rate is a 2610 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate parameter or pointer to measure labor that is not absorbed or cannot enter the labor market. Unemployment among SMK graduates was recorded at 9.60 percent as of February 2023 (BPS, 2023). From this data, it is known that out of 100 people in the labor force, there are around 5 unemployed people. The idea of work readiness is a relatively recent addition to research, serving as a measure for evaluating graduate skills and abilities [6]. Individuals who have work readiness mean that they have the necessary basic skills according to the minimum criteria for a particular job. Work readiness demands a combination of basic and job-specific skills, with their importance and level of difficulty fluctuating based on the specific job requirements outlined in job profiles. Work readiness is also defined as the behaviors and attributes possessed by graduates so that they are ready and prepared to achieve success in the world of work [6]. Job readiness is influenced by career planning, because with good planning, a person, including vocational students, will have an idea related to the career and work that will be undertaken after graduating from school. Students who engage in career planning take early steps to prepare for their professional lives, so that they will try to understand their potential and career opportunities that suit them, to then prepare a career to be undertaken after graduating from school. Research shows that the variety of differences in high-low job readiness can be explained by career planning [7]. Career planning has a close relationship with one's professional identity [8] which means that a person's work is influenced by their career planning in the past. The results of preliminary observations by researchers at SMK Negeri 2 Tulungagung obtained data that the first factor that causes students to lack work readiness is due to the lack of student career planning. This can be known through interviews with several students, and the results show that most students still have insufficient career planning. Confidence is the second factor influencing the work readiness of vocational students. Studies have shown a direct link between self-confidence and work readiness among vocational students [9, 10]. The results of preliminary observations by researchers also prove that student self-confidence affects work readiness. The interviews revealed that with respondent Eka (18 years old) stated that she wanted to work immediately after graduating from SMK, but was not confident because she felt there were many rivals. "I want to be able to work right away after graduation, Mom. But there must be a lot of competition. Especially if you only graduate from SMK management, the competition is management graduates from college. So I am not sure about applying for a job, ma'am" (Source: interview, January 8, 2024). In addition to the results of interviews, reports from several DU / DI state that SMKN 2 Tulunggung students actually have quite good potential in terms of cognitive skills and competencies, but students lacking self-confidence struggle to fully apply their skills during field work practices. Another factor that influences work readiness is the PKL experience or internship program. The purpose of PKL is to enable students to translate their academic learning into practical experience within a professional environment [11]. Relevant to today's dynamic and competitive market, businesses prioritize hiring graduates who have proven competencies [12]. The PKL program aims to fulfill student requirements and provide industry input to enhance vocational high school education, through a cooperative effort between schools and workplaces. Through PKL, students acquire knowledge and practical experience that eases their shift from the classroom to the business or industrial environment [13]. After vocational students have participated in career guidance and planning, participated in the PKL program, and have self-confidence, it is expected that work values will emerge because of the aspirations and interests of students to work. Work values define the factors that hold significance for someone in their career search. Individuals use their work values as a guiding principle when deciding on employment opportunities, across all sectors [14]. Research shows that a person's work values become a compass to indicate what job he or she should take. These values are what motivate a person to work and create [15]. 2611 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate Therefore, research is crucial to identify the factors that enhance vocational student work readiness. This study specifically investigates the impact of “career planning, self-confidence, and PKL experience”, and examines the role of strong work values can increase students' work readiness. The novelty of this study lies in its exploration of the relationship between interpersonal skills, specifically self-confidence, knowledge development through PKL experience, the influence of counseling services on career planning, psychological factors in the form of work values, and the work readiness of vocational students. This research concentrates on vocational students, a distinct population being educated and trained to become a workforce-ready generation. In addition, understanding vocational students' work values is crucial for identifying their unique needs and challenges, which in turn allows schools, teachers, and policymakers to create targeted programs that optimize their work readiness. By analyzing the relationship between these factors and their influence on job readiness, this study deepens knowledge about the factors that make vocational school graduates successful in entering the workforce. This study reveals the mechanisms by which interpersonal abilities, learning through experience, psychological attributes, and counseling services shape vocational students' work readiness. 2. Research Methods This research uses a quantitative, ex post facto, and correlational design. Numerical data will be collected and analyzed to examine pre-existing conditions and determine if relationships exist between various factors and the work readiness of vocational students in Tulungagung The data collected in this investigation were then evaluated using AMOS 26.0. The method was deemed appropriate for examining the relationships between independent, dependent, and intervening variables, as outlined in the research hypotheses. This study has independent variables, namely career planning (X1), self-confidence (X2), PKL experience (X3); intervening variable or mediating variable Work value (Z). This study has a dependent variable of work readiness (Y). The site of the research was: a. SMK Negeri 2 Tulungagung is located at Jabalsari Sumbergempol, Loderesan, Kec. Kedungwaru, Tulungagung Regency, East Java 66291. b. SMK Sore Tulungagung is located at Jl. Mastrip No.100, Kates, Serut, Kec. Boyolangu, Tulungagung Regency, East Java 6623. c. SMK Veteran Tulungagung which is located at l. Yos Sudarso Gg. 1, Ngreco, Sobontoro, Kec. Boyolangu, Tulungagung Regency, East Java 66232. d. SMKN 1 Rejotangan, address at Jln Raya Buntaran, Village / Sub-district Buntaran, Rejotangan District, Tulungagung Regency e. SMKN 1 Bandung, address at Jln. Ds. Bantengan, Rt. 004, Rw. 001, Tulungagung Regency. f. SMKN 3 Boyolangu, located at Jln. Mangunsakoro, Beji, Boyolangu District, Tulungagung Regency. The population here is: Table 1. Research Population School Name Number of Students in Class XII SMK Negeri 2 Tulungagung 816 SMK Sore Tulungagung 630 SMK Veteran Tulungagung 85 SMKN 1 Rejotangan 976 SMKN 1 Bandung 766 SMKN 3 Boyolangu 710 Total Population 3.983 The research sample in this study used the Slovin formula. 2612 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate 𝑛 = 𝑁 1 + 𝑁 𝑒2 n = Number of Samples N = Total Population e = Error tolerance limit = 3983 1 + 3983 (0,05)2 = 3983 10,9575 The number of samples is 363.5 or 364 students as a sample. The data source of this research was obtained from the results of a questionnaire through the Google Form technique. Meticulous planning and execution of data collection are essential for maximizing research results. A poorly executed data collection process will hinder the study's ability to achieve its objectives. In the research questionnaire technique was used for data collection, and Partial Least Squares (PLS), a variance-based SEM, was applied for data analysis. 3. Results Figure 1. SEM Structural Model: Relationships Between Conceptual Variables in Quantitative Research. Construct reliability is determined by checking if “the Construct Reliability (CR) exceeds 0.7 and the Average Variance Extracted (AVE) is above 0.5”. 2613 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate CMIN Table 2. CMIN. Model NPAR CMIN DF P CMIN/DF Default model 95 13560.051 369 0.000 30.675 Saturated model 464 0.000 0 Independence model 58 77780.678 406 0.000 190.159 The CMIN value in this study is 0.000 for the saturated model while the value for the default model is 1356.051. 𝛘 ²-relative value < 2.00, the model is said to be fit and < 3.00 is an indication of an acceptable fit between the model and the data. The result of the CMMIN / DF value in the research model is 3.675> 2.00 the model is said to be less fit. FMIN Table 3. FMIN. Model FMIN F0 LO 90 HI 90 Default model 0.000 0.000 0.000 0.006 Saturated model 0.000 0.000 0.000 0.000 Independence model 10.452 10.436 10.286 10.597 The Model fit index FMIN, has a 90% confidence interval, with lower and upper bounds. The closer the FMIN score is to 0, the better the model fits the data. 0 is a perfect fit. In this study, values were obtained: 1. LO 90 is 0.000. 2. HI 90 is 0.006. The FMIN results, between 0.000 and 0.006 with a 90% confidence level, show the model has an excellent fit. RMSEA Table 4. RMSEA. Model RMSEA LO 90 HI 90 PCLOSE Default model 0.0103 0.097 0.109 0.000 Independence model 0.268 0.263 0.274 0.000 The RMSEA index quantifies the difference between the actual data's covariance structure and the model's predicted covariance structure, adjusting for the model's complexity. The RMSEA confidence interval results, with LO 90 at 0.097 and HI 90 at 0.109, support the conclusion that the model provides a very good fit to the data. RMR, GFI, and AGFI Table 5. RMR, GFI, and AGFI. Model RMR GFI AGFI PGFI Default model 0.373 10.000 0.998 0.67 Saturated model 0.000 10.000 Independence model 220.884 0.594 0.391 0.396 2614 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate Goodness-of-fit statistic (GFI) ranges from 0-1, with a large sample size increasing its value. GFI tends to increase with an increasing number of parameters and also has overestimation with large samples. The AGFI, an adjusted measure of model fit, typically requires a value of 0.90 or higher to indicate a good fit. However, research indicates that a stricter cut-off of 0.95 is more suitable in situations with low factor loadings or small sample sizes. AGFI values fall between 0 and 1. 3.1. Hypothesis Testing To determine the validity of the research hypotheses, the study examined the Inner Model (structural model), analyzing r-square values, parameter coefficients, and t-statistics. Hypothesis acceptance or rejection was based on the significance of construct relationships, t-statistics, and p- values, using AMOS 26/0 software and bootstrapping results for direct effects. 3.2. Direct Influence Table 6. Strdized Direct Effects (Group number 1 - Default model). Planning Trust Peng Value Readiness Value 0.536 0.000 0.449 0.000 0.000 Readiness -0.236 0.218 0.000 10.004 0.000 KK7 0.000 0.000 0.000 0.000 0.871 KK6 0.000 0.000 0.000 0.000 0.822 KK5 0.000 0.000 0.000 0.000 0.884 KK4 0.000 0.000 0.000 0.000 0.444 KK3 0.000 0.000 0.000 0.000 0.450 KK2 0.000 0.000 0.000 0.000 0.702 KK1 0.000 0.000 0.000 0.000 0.504 NK10 0.000 0.000 0.000 0.864 0.000 NK9 0.000 0.000 0.000 0.910 0.000 NK8 0.000 0.000 0.000 0.900 0.000 NK7 0.000 0.000 0.000 0.910 0.000 NK6 0.000 0.000 0.000 0.429 0.000 NK5 0.000 0.000 0.000 0.835 0.000 NK4 0.000 0.000 0.000 0.808 0.000 NK3 0.000 0.000 0.000 0.851 0.000 NK2 0.000 0.000 0.000 0.805 0.000 NK1 0.000 0.000 0.000 0.907 0.000 Peng1 0.000 0.000 0.924 0.000 0.000 Peng2 0.000 0.000 0.879 0.000 0.000 Peng3 0.000 0.000 0.910 0.000 0.000 Peng4 0.000 0.000 0.964 0.000 0.000 Peng5 0.000 0.000 0.877 0.000 0.000 PK1 0.531 0.000 0.000 0.000 0.000 PK2 0.556 0.000 0.000 0.000 0.000 PK3 0.685 0.000 0.000 0.000 0.000 PK4 0.754 0.000 0.000 0.000 0.000 PK5 0.805 0.000 0.000 0.000 0.000 KD1 0.000 0.891 0.000 0.000 0.000 KD2 0.000 0.860 0.000 0.000 0.000 2615 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate The output in the Standardized Direct Effects table shows the direct effects of the variables of Self- Confidence (X1), Career Planning (X2), PKL Experience (X3), and Work Value (M) on the Work Readiness variable (Y). 3.3. Direct Effect on M Based on the table in the Standardized Direct Effects figure above, the direct effect on M can be concluded as follows: 1. The direct effect of X1 on M is 000, which means that X1 does not affect M. 2. The direct effect of X2 on M is,536, which means that X2 has a positive effect on M by 53.6%. This means that for every one unit increase in X2, M can increase by 53.6%. 3. The direct effect of X3 on M is 0.449, which means that X3 has a positive effect on M by 44.9%. This means that for every one unit increase in X3, M can increase by 44.9%. 3.4. Direct Effect on Y Based on the table in the Standardized Direct Effects figure above, the direct effect on Y can be concluded as follows: 1. The direct effect of X1 on Y is 0.218, which means that X1 has a positive effect on Y by 21.8%. This means that for every one unit increase in X1, Y can increase by 21.8%. 2. The direct effect of X2 on Y is -0.236, which means that X2 has a negative effect on Y by 23.6%. This means that for every one unit increase in X2, Y can decrease by 23.6%. 3. The direct effect of X3 on Y is 0.00, which means that X3 has no effect on Y. 4. The direct effect of M on Y is 1.00, which means that X3 has a positive effect on M by 100%. This means that every one unit increase in X3, Y can increase by 100%. 3.5. Indirect Effect While the output of the Standardized Indirect Effects table shows the indirect effect, which is the multiplication between axb. Table 7. Standardized Indirect Effects (Group number 1 - Default model). Planning Trust Peng Value Readiness Value 0.000 0.000 0.000 0.000 0.000 Readiness 0.538 0.000 0.451 0.000 0.000 KK7 0.263 0.190 0.393 0.875 0.000 KK6 0.248 0.179 0.371 0.825 0.000 KK5 0.267 0.192 0.399 0.887 0.000 KK4 0.134 0.097 0.201 0.446 0.000 KK3 0.136 0.098 0.203 0.451 0.000 KK2 0.212 0.153 0.317 0.704 0.000 KK1 0.152 0.110 0.227 0.506 0.000 NK10 0.463 0.000 0.388 0.000 0.000 NK9 0.487 0.000 0.409 0.000 0.000 NK8 0.482 0.000 0.404 0.000 0.000 NK7 0.488 0.000 0.409 0.000 0.000 NK6 0.230 0.000 0.193 0.000 0.000 NK5 0.448 0.000 0.375 0.000 0.000 NK4 0.433 0.000 0.363 0.000 0.000 NK3 0.456 0.000 0.382 0.000 0.000 NK2 0.431 0.000 0.362 0.000 0.000 NK1 0.486 0.000 0.408 0.000 0.000 Peng1 0.000 0.000 0.000 0.000 0.000 Peng2 0.000 0.000 0.000 0.000 0.000 2616 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate Planning Trust Peng Value Readiness Peng3 0.000 0.000 0.000 0.000 0.000 Peng4 0.000 0.000 0.000 0.000 0.000 Peng5 0.000 0.000 0.000 0.000 0.000 PK1 0.000 0.000 0.000 0.000 0.000 PK2 0.000 0.000 0.000 0.000 0.000 PK3 0.000 0.000 0.000 0.000 0.000 PK4 0.000 0.000 0.000 0.000 0.000 PK5 0.000 0.000 0.000 0.000 0.000 KD1 0.000 0.000 0.000 0.000 0.000 KD2 0.000 0.000 0.000 0.000 0.000 Based on the standardized indirect Effects table above, the indirect effect of each variable can be seen. 1. The indirect effect of X1 on Y through M is 0.00, which means that X1 has no indirect effect on Y through M. 2. The indirect effect of X2 on Y through M is 0.538, which means that X2 has a positive indirect effect on Y through M by 53.8%. This means that for every one unit increase in X2, Y can increase indirectly through M by 53.8%. 3. The indirect effect of X3 on Y through M is 0.451, which means that X3 has a positive indirect effect on Y through M by 45.1%. This means that every one unit increase in X3, Y can increase indirectly through M by 45.1%. 4. Discussion 4.1. The Effect of Self-Confidence on Work Value, Which Impacts on Job Readiness of Vocational Students Based on the results of data analysis, it is known that the direct effect of Self-Confidence (X1) on Work Value (M) is ,000 which means that X1 has no effect on Work Value. While the direct effect of Self-Confidence (X1) on Work Readiness (Y) is 0.218 which means that Self-Confidence has a positive effect on Work Readiness by 21.8%. This means that for every one unit increase in self-confidence, work readiness can increase by 21.8%. Because the indirect effect is smaller than the direct effect, in other words, Work Value is not a mediator of the relationship between Self-Confidence (X1) and Work Readiness (Y). The direct effect of X1 on Y shows that self-confidence has a positive effect on work readiness. This data strengthens the findings of previous investigations conducted by Muspawi and Lestari [16] with similar results on vocational students. These results further validate previous research by Haq and Adiwati [17]; Coetzee and Oosthuizen [18] and research by Ristiani and Lusianingrum [19] that there is a “positive and significant effect of self-confidence on work readiness”. Bandura states that people who have self-confidence set high goals for themselves and continue to persist in practices that are essential to achieving those goals [20]. Self-confidence in terms of career can be used to predict people's belief in their ability to accomplish things related to a particular career. Self-confidence can be an indicator of a person's self-evaluation of his or her own strength or competence to carry out actions to achieve desired outcomes [21]. As supported by this study's findings, which show self-confidence boosts work readiness, prior research emphasizes that a lack of self-confidence detracts from an individual's ability to be work-ready. Self-confidence is not just a sense of assurance, but also reflects one's understanding of oneself. When a person has good self-confidence, they not only feel capable of making decisions but also more stable in facing challenges. Recognition of one's abilities and acceptance of strengths and weaknesses can improve psychological well-being and support more positive social interactions [10]. 2617 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate 4.2. The Effect of Career Planning on Work Values that Impact on Job Readiness of Vocational Students Based on the results of data analysis, it is known that the direct effect of Career Planning (X2) on Work Value (M) is 0.536, which means that Career Planning has a positive effect on Work Value by 53.6%. This means that every one unit increase in Career Planning, the Work Value can increase by 53.6%. The direct effect of Career Planning (X2) on Job Readiness (Y) is -0.236, which means that X2 hurts Job Readiness (Y) by 23.6%. This means that every one unit increase in Career Planning, Job Readiness can decrease by 23.6%. Because the indirect effect of 0.538 is greater than the direct effect of -0.236, it can be said that there is a mediating role in this model, or in other words, Work Value is a mediator of the relationship between Career Planning (X2) and Work Readiness (Y). There is a direct effect of Career Planning (X2) on Work Value (M), and there is an indirect effect of Career Planning (X2) on Work Readiness (Y) with Work Value (M) as a mediator. Career planning, work value, and work readiness in this study are proven three factors that influence each other. There is a direct influence of career planning on work values, This result supports the research of Hlaďo, et al. [22] that there is a relationship between career and work values. Work values provide a compass for career decisions, organizing thinking, and guiding the selection and evaluation of professional conduct [23] so work values affect one's career. Goal-oriented work values are associated with career-oriented work [23]. The study demonstrated an indirect influence of career planning on work readiness. These results support previous research, that 28.7% of variations in high-low work readiness can be explained by career planning [7]. The same thing is shown by Maulida [24] research that there is an effect of career planning on the work readiness of vocational students with a magnitude of influence of 18.8% [24]. Career planning has a close relationship with one's professional identity [25] which means that a person's work is influenced by his past career planning. 4.3. The Effect of PKL Experience on Work Value Which Impacts on Job Readiness of Vocational Students Based on the results of data analysis, it is known that the direct effect of PKL Experience (X3) on M is 0.449, which means that PKL Experience has a positive effect on Work Value by 44.9%. This means that every one unit increase in PKL Experience, the Work Value can increase by 44.9%. The direct effect of PKL Experience (X3) on Work Readiness (Y) is 0.00, which means that PKL Experience does not affect Work Readiness. Because the indirect effect of 0.449 is greater than the direct effect of 0.00, it can be said that there is a mediating role in this model, or in other words, Work Value is a mediator of the relationship between PKL Experience (X3) and Work Readiness (Y). This study shows that the PKL Experience has a positive effect on Work Value by 44.9%, as well as Work Value is a mediator of the relationship between PKL Experience and Job Readiness. It is during the PKL that students engage with and make meaning of the process during the PKL. Each intern has unique characteristics, such as educational background, skills, and motivation, interacting with external factors such as mentor support, limited internship duration, and financial conditions that can influence their decisions. All experiences during the internship will shape the student's perspective towards professional and personal values, which will ultimately determine the student's future career direction and goals [26]. 4.4. The Influence of Career Planning, Self-Confidence, PKL Experience on Work Value Which Impacts on Job Readiness of Vocational Students Based on the results of data analysis, it is known that the effect of Work Value (M) on Work Readiness (Y) is 1.00, which means that X3 has a positive effect on M by 100%. This means that for every one unit increase in Work Value, Work Readiness can increase by 100%. In an era of intense competition, having work readiness is crucial so that one can easily adapt and meet the needs of the industry. SMK students, who receive education based on expertise and practical skills, are expected to enter the workforce with work readiness that plays a role in determining their success in the future. Currently, SMK graduates are faced with various demands to enter the world of work, so many 2618 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 6: 2609-2620, 2025 DOI: 10.55214/25768484.v9i6.8456 © 2025 by the authors; licensee Learning Gate adjustments are needed. Various factors can affect work readiness. Work readiness is defined as the combination of attitudes and characteristics that prepare graduates for the professional world [27]. This concept is crucial for SMK graduates to consider and enhance, as it directly impacts their ability to secure, maintain, and advance in employment. Some of the factors that can affect the job readiness of vocational students are self-confidence, career planning, PKL experience, and work values. In this section, it is examined how self-confidence, career planning, and PKL experience affect work value, which will have an impact on work readiness. So, the value of Work values are principles or beliefs that influence the way a person views and behaves in their work. Individuals who have strong work values tend to make decisions that are aligned with their personal principles, which impact the way they work, interact with coworkers, and achieve professional goals [28]. In making decisions regarding career and professional life, individuals often consider their work values, as these play a role in determining the direction they take in the world of work and reflect the aspects, they consider important in the professional environment. Individuals' preferences for certain aspects of work may vary, such as stability, work-life balance, personal development, or social contribution. Understanding these preference patterns helps individuals realize how work values influence their career choices and professional decisions. Work values can be associated with various aspects, including social, financial, autonomy, and recognition at work. For example, social work values refer to an individual's tendency to choose jobs that involve interacting with others, such as in service, education, or professions that require teamwork. This value suggests that interpersonal relationships are an important factor in one's job satisfaction [29]. Work values are the basis for expectations and goals that will determine what is important to the individual and thus can influence the passions that the individual pursues and the goals to be achieved. For an individual, it may take time to discover and stabilize work values, and they will change as the individual grows in life and career. When work values are aligned with actions taken and lived every day, it will make the individual more work-ready. In assessing work values, it is important to understand the factors that motivate and drive a person in the professional world. Making a list of core values and reviewing it regularly can help identify which ones are most important when considering a job offer. In addition, researching the company culture before an interview or even before applying can help ensure that the position is in line with your personal values and desired lifestyle. The results of this study indicate that work value has an influence on work readiness of 1.00, which means there is a positive relationship with the level of influence reaching 100%. In other words, every one-unit increase in work value will increase work readiness by 100%. 5. Conclusions Based on the research results, it was found that: 1. Based on the results of data analysis, it is known that the direct effect of Self-Confidence (X1) on Work Value (M) is 000, which means that X1 has no effect on Work Value. 2. Based on the results of data analysis, it is known that the direct effect of Career Planning (X2) on Work Value (M) is 0.536, which means that Career Planning has a positive effect on Work Value by 53.6%. This means that every one unit increase in Career Planning, the Work Value can increase by 53.6%. 3. Based on the results of data analysis, it is known that the direct effect of PKL Experience (X3) on M is 0.449, which means that PKL Experience has a positive effect on Work Value by 44.9%. This means that every one unit increase in PKL Experience, the Work Value can increase by 44.9%. The direct effect of PKL Experience (X3) on Work Readiness (Y) is 0.00, which means that PKL Experience does not affect Work Readiness 4. Based on the results of data analysis, it is known that the effect of Work Value (M) on Work Readiness (Y) is 1.00, which means that X3 has a positive effect on M by 100%. 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