Microsoft Word - 4. Nurtanto 20033-62619-1-ED.doc Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 32 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis Sidiq Supriyanto1, Sudji Munadi2, Rihab Wit Daryono3, Yayan Adrianova Eka Tuah4, Muhammad Nurtanto5, Shilmi Arifah6 1,2Vocational Education and Technology, Universitas Negeri Yogyakarta, Indonesia 3Faculty of Teaching and Education, Institut Agama Islam Negeri Ponorogo, Indonesia 4Faculty of Engineering, STKIP Persada Khatulistiwa Sintang, Indonesia 5Faculty of Teaching and Education, Sultan Ageng Tirtayasa University, Indonesia 6Faculty of Engineering, Universitas Negeri Jakarta, Indonesia DOI: 10.23917/ijolae.v5i1.20033 Received: October 7th, 2022. Revised: October 29th, 2022. Accepted: November 29th, 2022 Available Online: December 14th, 2022. Published Regularly: January 1st, 2023 Abstract Internships have an important role in the experience, application, and development of student's skills. The implementation of the internship has not been maximally achieved because students have not been given full assignments due to a lack of work skills, self-confidence, and work motivation. This study aims to reveal the effect of internship experience and work motivation on work readiness. Sampling used a random sampling technique and obtained a sample of 94 students of class XI automotive engineering at 5 vocational schools in Yogyakarta. The combination of factor analysis and regression analysis was used to analyze the data using second-order PLS-SEM analysis. The evaluation of the measurement model has met the requirements of the convergent validity test at the outer loading of ≥0.70 and AVE ≥0.50. The discriminant validity has met the requirements of the Fornell-Larcker test. Internal consistency reliability meets the requirements of CA, rho_A, and CR with a score of 0.70. Evaluation of the structural model shows the value of effect size (f2) with a large effect, the determination coefficient (R2) of the variable is 76.20%, and the predictive rele- vance (Q2) is 58.00%. Hypothesis testing is based on the β-coefficient, ρ-value, dan T-statistic values that have met the cut-off values suggested in the literature. So that all hypotheses Ha is accepted which indicate that there is a positive and significant effect on the internship experience and motivation on student work readiness. There needs to be better efforts to improve internship experience and work motivation so that guidance and supervision from supervising teachers must always be given so that work readiness is more optimal. Keywords: internship experience, work motivation, work readiness, vocational education, PLS-SEM Corresponding Author: Rihab Wit Daryono, Faculty of Teaching and Education, Institut Agama Islam Negeri Ponorogo, Indonesia Email: rihabwit.daryono@iainponorogo.ac.id 1. Introduction The management of education, especial- ly those related to the preparation of the workforce, must be the main point of atten- tion in order to be able to change the struc- ture and quality of a workforce that has high competitiveness and productivity in building the community's economy. In this global era, the most important thing is how to function education as a process of preparing students to be successful in living their lives in the future (Gilchrest et al., 2022). It is the ability to face the future that needs to be developed in the educational process. Vocational School (VE) is an institution that provides education and training. It is expected that VE graduates can work according to their field of expertise, the grace period for getting a Indonesian Journal on Learning and Advanced Education http://journals.ums.ac.id/index.php/ijolae Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 33 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis job after graduation is a maximum of one year, graduates can be absorbed in the world, and the number of graduates who are able to create jobs (Nurtanto et al., 2020). However, the reality in the field of work shows that VE graduates are actually one of the biggest con- tributors to unemployment (Daryono et al., 2021; Rosantono et al., 2021). One of the reasons for the high contribu- tion of VE graduates to the number of unem- ployed is the quality of vocational education that is carried out unevenly so that graduates do not have adequate skills and abilities as needed in the world of work (Heru et al., 2021; Hoidn & Šťastný, 2021). In addition, schools that are passive in terms of looking for links/cooperation with industry cause apprenticeship programs only for small and medium industries (Hoidn & Šťastný, 2021; Husain, 2020). The number of unemployed VE graduates is influenced by the work read- iness of VE students who are still lacking (Daryono et al., 2020; Setyadi et al., 2021). In this era of globalization which is full of challenges and competition, it is very nec- essary to have qualified human resources, have the ability, knowledge, and skills that are adapted to development needs (Heru et al., 2021; Widayanto et al., 2021). One of the efforts to create qualified and competitive human resources is through education and training (Gunadi et al., 2020; Widayanto et al., 2021). Along with the pace of develop- ment, nowadays there are many things that need to be improved in all fields including the economy, and industry with the aim of improving people's welfare. In the end, it requires the community to make skilled workers and have strong personality traits (Daryono et al., 2020). This is a big respon- sibility of the education system to produce a ready-to-use generation in the field of work. Revitalization in VE that in order to im- prove the quality and competitiveness of Indonesian human resources, the curriculum should be aligned with industrial competence (Gunadi et al., 2020; Hoidn & Šťastný, 2021; Husain, 2020). Internship practice is an ex- ternal factor that affects students' work read- iness, where internships will be a place for students to try to enter the field according to their field (Setyadi et al., 2021). The imple- mentation of the internship will train stu- dents to interact professionally in the world of work so that the match between student competencies and the internship is very im- portant (Hou et al., 2020; Liu, 2021). In ac- cordance with the instructions, it is expected that VE graduates can produce newly edu- cated and competent workers (Daryono et al., 2020; Putra et al., 2022; Rogers et al., 2021). Therefore, to achieve the goal effectively, VE needs to collaborate with the industry. The purpose of implementing the intern- ship is (a) fulfillment of competencies ac- cording to the demands of the curriculum; (b) fulfillment of Competency Implementa- tion into the world of work; (c) growth of work experience (Hou et al., 2020; Postigli- one & Tang, 2019; Ryan, 2020; Sutiman et al., 2019). Internships provide real experi- ences for students to get to know the world of work better and put into practice all the knowledge gained at school. Internships guide students to work according to their competencies. Internships provide know- ledge for students about the work environ- ment, and how to behave as employees and students can also practice directly what they have learned at school. Internships can also foster students' self-confidence to work (McHugh, 2017; Rogers et al., 2021). This can be a provision for students to be better prepared to enter the world of work after graduating from VE. Vocational students are expected to be ready to work and have the drive to work so that they have a mentally ready psycho- Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 34 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis physical attitude (Kunnen, 2022; Rogers et al., 2021). The mental attitude includes being prepared mentally, and physically, for situa- tions and goals. Thus, motivation is one of the most important factors that influence human behavior and performance. Work readiness is also influenced by mental ma- turity. This can be seen in the high and low motivation of students to work (McGuire et al., 2019). Therefore, the role of work moti- vation is also very important. Based on data obtained from observa- tions and documentation, the work readiness of VE students in Yogyakarta is still lacking. Observations were made at Vocational Schools 2 and 3 Yogyakarta, especially for graduates in automotive engineering. Based on interviews from the Bursa Kerja Khusus (BKK) and the head of the automotive engi- neering field, the absorption of VE graduates who work in their fields is still not optimal for students. Because the article is that there are still graduates who choose to continue their studies because they feel they are less capable in their scientific fields, especially in the automotive field. In addition, they feel that the work position for VE graduates is not ideal, so they finally choose to continue their studies with the aim of getting a better job position (Hoidn & Šťastný, 2021; Hu- sain, 2020). There are also some VE gradu- ates who are forced to work not in accord- ance with their fields because it is difficult to compete in the world of work. This happens because of the lack of motivation and mas- tery of competence in the automotive field so these students have difficulty competing in the world of work. From the results of interviews with the internship coordinator, it turned out that the implementation of internship practices could not be achieved optimally, because there were still students who had not been given full assignments because of a lack of confi- dence in a job that had a big risk. This causes students to be less able to apply the knowledge gained in practice at school. In addition, the results of interviews with the BKK and the head of the Yogyakarta Voca- tional School 2 and 3 in the field of automo- tive engineering also show a lack of work readiness, especially in terms of motivation. This can be proven by the fact that there are still students who resign during the job selec- tion process facilitated by the school job fair or decide to stop working when they have been accepted for work due to mental condi- tions. The implementation of the internship has not been maximally achieved because students have not been given full assign- ments due to lack of work skills, self- confidence, and work motivation. Therefore, this study aims to determine the effect of internship experience and work motivation on work readiness. This study is expected to be able to contribute as material for consideration of internship policies to achieve competence and increase work moti- vation (Christidamayani & Kristanto, 2020)so that concrete efforts can be made by the school in improving students' work read- iness. 2. Method This type of quantitative study with an ex-post facto approach to determine the ef- fect of internship experience and work moti- vation on work readiness. Sampling using random sampling technique and obtained a sample of 94 students of class XI automotive engineering in 5 vocational schools in Yog- yakarta. The list of schools and the number of respondents is SMK Muhammadiyah 3 Yogyakarta (20), SMK PIRI 1 (18), SMK N 3 Yogyakarta (17), SMK Taman Siswa (18), and SMK N 2 Yogyakarta (21). The data collection technique used a questionnaire consisting of 3 variables. The measurement Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 35 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis scale used is a Likert scale, namely strongly agree, agree, fair, and disagree (Wingard et al., 2020). Research variables and measure- ment constructs are shown in Table 1. Table 1. The Measurement Constructs Research Variables Indicators Constructs Items Internship experiences Student understanding SU 1-4 Knowledge and skills materials KS 1-3 Suitability of skills with industry demands SS 1-3 Guidance from industry teachers and instructors GI 1-3 Work motivation Desire and interest to enter the workforce DI 1-4 Hopes and aspirations to reach the future HA 1-3 Encouragement from the environment EE 1-4 Personal physiological needs PN 1-3 Work Readiness Physical and psychological maturity PP 1-3 Willingness to work with others WW 1-3 Courage and responsibility CR 1-3 Adapt to the environment AE 1-4 Keep up with the world of work KU 1-3 The evaluation of the measurement model will test the validity and estimate the reliability of the data on each latent variable using the Smart-PLS software. In this study, the hypothesis formulated is that there is a relationship between the influence of intern- ship experience and work motivation on the work readiness of class XI students in auto- motive engineering. The research framework and path analysis are shown in Figure 1. Figure 1. The Research Framework Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 36 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis 3. Result and Discussion Internship experience, work motivation, and work readiness are some of the latent variables in this study. Structural analysis of with PLS-SEM was used to determine the relationship between variables and construct indicators. The testing phase consists of the outer model and the inner model. The outer loading value is ≥0.70 means that the indica- tor has a strong reflective relationship to the latent variable. The hypothesis in this study will be answered through the analysis of the inner model with the bootstrapping a. Evaluation of the Measurement Model Evaluation of the measurement model was carried out to test the validity and esti- mate the reliability of the data on each varia- ble, namely internship experience, work mo- tivation, and work readiness. In the evalua- tion of the measurement model, convergent validity was first evaluated which included measurements of the loading factor and the AVE value. The construct can have a good validity value when the loading factor value is ≥0.70 and the AVE value is ≥0.50 (Al- Fraihat et al., 2020; Hariyanto et al., 2022; Parmin et al., 2021; Saifurrahman et al., 2021). Measurement model path coefficients PLS-SEM results are shown in Figure 2. The results of the convergent validity and internal consistency reliability are shown in Table 2. Figure 2. Evaluation of the Measurement Model (Outer Model) Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 37 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis Table 2. Evaluation Results of Measurement Models No Variable Aspects Constructs FL (>0,70) CA (>0,70) Rho_A (>0,70) CR (>0,70) AVE (>0,50) 1 Internship experiences Student Understan- ding SU1 0.833 0.846 0.850 0.896 0.683 2 SU2 0.821 3 SU3 0.798 4 SU4 0.853 5 Knowledge and skills materials KS1 0.922 0.910 0.917 0.943 0.847 6 KS2 0.928 7 KS3 0.912 8 Suitability of skills with industry de- mands SS1 0.858 0.827 0.830 0.897 0.743 9 SS2 0.877 10 SS3 0.850 11 Guidance from in- dustry teachers and instructors GI1 0.938 0.843 0.886 0.906 0.765 12 GI2 0.737 13 GI3 0.935 14 Work moti- vation Desire and interest to enter the workfor- ce DI1 0.840 0.857 0.878 0.915 0.729 15 DI2 0.900 16 DI3 0.807 17 DI4 0.864 18 Hopes and aspira- tions to reach the future HA1 0.959 0.934 0.938 0.958 0.883 19 HA2 0.950 20 HA3 0.909 21 Encouragement from the environ- ment EE1 0.886 0.905 0.914 0.934 0.799 22 EE2 0.908 23 EE3 0.830 24 EE4 0.904 25 Personal physiologi- cal needs PN1 0.828 0.738 0.738 0.851 0.655 26 PN2 0.806 27 PN3 0.793 28 Work Readi- ness Physical and psychological matu- rity PP1 0.979 0.952 0.954 0.969 0.913 29 PP2 0.929 30 PP3 0.957 31 Willingness to work with others WW1 0.869 0.893 0.895 0.933 0.823 32 WW2 0.917 33 WW3 0.935 34 Courage and respon- sibility CR1 0.964 0.918 0.957 0.948 0.858 35 CR2 0.856 36 CR3 0.955 37 Adapt to the envi- ronment AE1 0.940 0.942 0.946 0.959 0.854 38 AE2 0.845 39 AE3 0.948 40 AE4 0.959 41 Keep up with the world of work KU1 0.889 0.881 0.888 0.927 0.808 42 KU2 0.878 43 KU3 0.925 Based on the Table 2, the factor loading (FL) value for all constructs is already ≥0.70. The AVE value in all aspects has a value above 0.50. Meanwhile, the composite relia- bility (CR) value, Rho_A, and Composite Reliability (CR) in all aspects have a value Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 38 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis of more than 0.70. So that all indicators in measuring aspects and constructs are de- clared to meet the convergent validity re- quirements. Furthermore, the evaluation of discriminant validity is estimated based on the presented Fornell larcker value. Fornell larcker test results are shown in Table 3. Based on Table 3, the correlation values of all latent variables obtained higher values than other variables. So, it can be explained that the Fornell larcker in this study has met the criteria of discriminant validity. Table 3. The Resuls of Fornell-Larcker Const. AE CR DI EE GI HA KU KS PN PP SU SS WW AE 0.924 CR 0.121 0.926 DI 0.103 0.796 0.854 EE 0.129 0.078 0.023 0.883 GI 0.377 0.104 0.211 0.215 0.875 HA 0.127 0.073 0.224 0.148 0.163 0.940 KU 0.334 0.234 0.121 0.101 0.276 0.078 0.899 KS 0.857 0.068 0.150 0.086 0.370 0.082 0.273 0.921 PN 0.311 0.213 0.315 0.175 0.339 0.190 0.168 0.283 0.809 PP 0.136 0.139 0.125 0.068 0.352 0.351 0.237 0.079 0.083 0.955 SU 0.431 0.217 0.103 0.066 0.280 0.062 0.866 0.348 0.165 0.185 0.826 SS 0.458 0.230 0.114 0.054 0.318 0.090 0.319 0.393 0.180 0.238 0.581 0.826 WW 0.287 0.227 0.272 0.242 0.352 0.078 0.106 0.271 0.472 0.151 0.073 0.681 0.826 b. Evaluation of the Structural Model SEM is an analysis that describes and predicts causality relationships between la- tent variables. Causality relationship is seen through bootstrapping. The initial stage of structural model analysis is to look at the values of ƒ2, R2, and Q2. The magnitude of the influence between variables with ƒ2. The recommended Q2 is >0.00. Structural model assessment criteria are shown in Table 4. Table 4. Effect Size (ƒ2), Coefficient of Determination (R2), Predictive Relevance (Q2) Aspects/Variable ƒ 2 R2 Q2 Value Effects Value Effects Value Effects SU à Internship experiences 3.347 Large 0.770 Substantial 0.513 Accepted KS à Internship experiences 0.791 Large 0.442 Moderate 0.363 Accepted SS à Internship experiences 3.906 Large 0.796 Substantial 0.580 Accepted GI à Internship experiences 0.484 Large 0.326 Weak 0.219 Accepted DI à Work motivation 1.009 Large 0.502 Moderate 0.349 Accepted HA à Work motivation 0.610 Large 0.379 Moderate 0.308 Accepted EE à Work motivation 0.297 Medium 0.229 Weak 0.165 Accepted PN à Work motivation 0.780 Large 0.438 Moderate 0.269 Accepted PP à Work readiness 0.300 Medium 0.231 Weak 0.203 Accepted WW à Work readiness 0.421 Large 0.296 Weak 0.231 Accepted CR à Work readiness 0.321 Medium 0.243 Weak 0.192 Accepted AE à Work readiness 1.309 Large 0.567 Moderate 0.471 Accepted KU à Work readiness 0.796 Large 0.443 Moderate 0.347 Accepted In calculating the effect size on all vari- ables, the smallest value of 2 is obtained, namely the relationship between encourage- ment from the environment & work motiva- tion, which is 0.297, and physical and psy- chological maturity & work readiness, which is 0.300, which means that the influence of the two variables is medium. the variable obtained the smallest R2 value, namely the relationship between GI to internship experi- ences, EE to work motivation, and PP, WW, and CR to work readiness are <0.333. So, the Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 39 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis relationship between variables is classified as weak. The amount of contribution given by the internship experiences and work motiva- tion variables in explaining work readiness is 76.20% (Figure 2). The results of the predic- tive calculation of the relevance of Q2 on all variables obtained a value of 0.165 to 0.580 which explains the results of the model anal- ysis that can explain 16.50% to 58.00% of the work readiness variable. c. Hypothesis Test Figure 3. Evaluation of the Structural Model (Inner Model) Hypothesis testing in this study was in- dicated by T-statistics > T-table value with (α = 0.05; t-table 1.96). The results of the signifi- cance values can be seen in Table 5. Table 5. Results of the Direct Influence Hypothesis Test Path Coefficients β-coefficient SDV T-statistic ρ-value Decision Internship experiences à Work Readiness 0.706 0.084 8.383 0.000 Accepted H1 Work motivation à Work Readiness 0.344 0.105 3.282 0.001 Accepted H2 Internship experiences à Work motivation 0.301 0.101 2.973 0.003 Accepted H3 Based on the Table 5, the T-statistic value explains that the hypothesis can be accepted if it has a value > 1.96 while the β-coefficient value indicates the direction of the positive or negative hypothesis. H1 shows that Inter- nship experiences have a significant (ρ <0.00) (Pramita et al., 2021; Setiawan et al., 2020) and positive effect on the work readi- ness variable. H2 shows that work motiva- tion has a significant positive effect on work readiness. H3 shows that Internship experi- ences have a significant positive effect on work motivation. Furthermore, the T-value on the indirect effect is presented in Table 6. Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 40 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis Table 6. Results of the Indirect Effect Hypothesis Testing Path Coefficients β-coefficient SDV T-statistic ρ-value Decision Internship experiences à Work motivation à Work Readiness 0.103 0.049 2.093 0.037 Accepted H4 Based on the Table 6, the T-statistic val- ue for the indirect effect on the internship experiences variable on work readiness me- diated by work motivation has a value of 2.093. The value above is from the T-table value (1.96) so it can be explained that In- ternship experiences have a positive effect on work readiness mediated by work motivation significantly. d. Discussion Based on the analysis of the study re- sults, the price coefficient is positive, this indicates that the higher the internship expe- rience, the higher the work readiness, and vice versa, the lower the internship experi- ence, the lower the work readiness. So, it can be said that the relationship between intern- ship experience and student work readiness is unidirectional. Thus, there is a need for better efforts in order to improve the intern- ship experience of class XI students in auto- motive engineering. Internships will benefit, one of which is practical experience, so that the results of the training become richer and wider (Oberman et al., 2021; Ryan, 2020). Thus, it will increase the provision in enter- ing the world of work. Basically, the intern- ship practice is one source of experience and knowledge that must be felt by vocational students, where this activity that has good systematics and concepts in its implementa- tion will be able to improve student's skills and knowledge in working after graduation in accordance with their field of expertise (Gilchrest et al., 2022; Hou et al., 2020). The results of previous study by (Gilchrest et al., 2022) showed an effective role between internships and work readiness. The point of difference in this study lies in the number of respondents selected, the study instrument, the concentration of the majors, and the place where the study is car- ried out. Given the increasingly advanced era, vocational student graduates are ex- pected to have the ability to work and have work readiness. This study reveals that work motivation affects the work readiness of class XI students in automotive engineering. Thus, it can be concluded that the higher the work motivation, the higher the students' work readiness, and vice versa, the low stu- dent work motivation will also result in low work readiness of students. Motivation has a function to direct and activate and improve activities, in this case, every activity that aims to prepare vocational students to work with the knowledge, attitudes, and skills (Faikhamta & Clarke, 2018; McGuire et al., 2019). Thus, the existence of work motiva- tion will make a person better prepare him- self. VE must be able to motivate in order to prepare graduates who are ready to work because basically work motivation is one of the factors that make students able to make logical considerations (Xu et al., 2022). The lower the motivation to work will cause the work readiness of students to be low. Based on previous study by (Hou et al., 2020) which showed internship experience and work motivation together had a signifi- cant influence on work readiness. The point of difference in this study lies in the number of independent variables used, the number of respondents who selected the study instru- ment, the concentration of the field, and the Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 5 (1) (2023) 32-44 41 The Influence of Internship Experience and Work Motivation on Work Readiness in Vocational Students: PLS-SEM Analysis location of the study. This result is strength- ened by the study of relevant theories and study which stated that one of the factors that influence students' work readiness is the lev- el of mastery of science (Kaibori et al., 2016), other studies also state that the practi- cal experience of internships will be one of the factors that affect the work readiness of participants. teach VE to work (Kunnen, 2022). Thus, efforts are needed in order to increase the practical experience of intern- ships, learning outcomes of automotive sub- jects, and work motivation in order to im- prove the work readiness of vocational stu- dents (Kaibori et al., 2016; Qu et al., 2021). For example, by further improving the quali- ty of internship practices, evaluating and improving the activities of the learning pro- cess and internship practices, and conducting periodic counseling activities. The role of industry in fostering the im- plementation of internships is very important (McHugh, 2017; Oberman et al., 2021; Sutiman et al., 2019). Based on the results of this study, it is in line with study by (Gilchrest et al., 2022; Liu, 2021; Ryan, 2020) that the guidance is carried out by the industry by providing direction and supervi- sion and guidance to students. So, that the role of the industry at the time of the intern- ship will be able to provide benefits if it is carried out in earnest. From this activity, the criteria for achieving the role of the industry will be known in the implementation of in- ternship assistance in order to improve work readiness according to the implementation carried out by students (Ocampo et al., 2020; Rogers et al., 2021). The role of industry in mentoring internships is certainly very influ- ential on internship activities by students and must be in accordance with the competence of students at school. Guidance from both school supervisors and industry supervisors who routinely or routinely provide direction on responsibilities, work methods, quality culture, work culture, and performance standards in the industry. 4. Conclusion This study reveals that the internship ex- perience has an effect on the work readiness of VE students. This finding implies that the higher students' experience in internships will lead to an increase in student work rea- diness. Thus, there is a need for better efforts in order to improve the student internship experience. The higher the student's motiva- tion to enter the world of work, the higher the student's work readiness. In order to in- crease student motivation, it is necessary for teachers to always provide direction and mo- tivation for students before learning begins, providing counseling assistance on a regular basis. The learning instrument has an indicator of the independent variable of internship experience which is low on the indicator monitoring of the supervising teacher. Based on this, it is necessary to take action from the school, including the need for an evaluation of the implementation of the internship, es- pecially regarding the suitability of the work in the internship place with the competencies needed by students. In addition, it is neces- sary to choose an internship place and place students according to the required competen- cies. 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