Industry-Oriented Automotive Learning Model to Improve Job Readiness of Automotive Vocational School Students

Work readiness is a measure of the success of learning in vocational high schools (SMK). So far, the work readiness of graduates is still school-oriented, not fully in accordance with industrial needs. This study aims to produce an automotive learning model that is oriented towards industrial needs and to test its feasibility and effectiveness. The research design used was development research with 36 vocational students as subjects. The test object is the Gajah Mada Auto Service workshop and the Daihatsu International Armada Magelang. The research stage includes the development and validation stages. The development stage is to map the competencies needed by the industry and produce a learning model. The validation stage is to test the feasibility of the instrument and the effectiveness of the learning model. The research instrument used is a performance instrument that is used as a measure of the effectiveness of the model. The test results show that the industrial-oriented automotive learning model encourages disciplinary attitudes, responsibility, knowledge of the field of work and skills in the field of work very well over 70%.


INTRODUCTION
The development and improvement of the quality of learning are the demands of the development of science and technology [1] [2].The development of science and technology implies a consistent and gradual adjustment and improvement of the learning process.Learning innovation and creativity are needed to improve the quality of graduates who are ready to use in the world of work, and increase the competitiveness of human resources [3] [4].
One of the educational institutions that is prepared as a forum for improving readyto-use graduates is a vocational high school (SMK) [5].SMK is an educational institution at the secondary level that is oriented towards preparing graduates who are skilled and ready to work [6].According to the Central Statistics Agency (BPS) in 2020 the highest unemployment rate (TPT) is still dominated by SMK, namely 8.49 percent.
The high rate of unemployment is due to the lack of readiness for vocational school students in the industrial world [6] [7].Job readiness is the ability to get or create or do work [8] Some of the problems that affect vocational students' job readiness are: (a) the competence of graduates is not optimal [11]; (b) the absorption of SMK and vocational training to the needs of the job is low [12], (c) the relevance of the quality of graduates to the needs of society and industry is low [13]; (d) the industry's concern for SMK in Indonesia is low [14], (e) inadequate learning support facilities and infrastructure [15].and (f) the academic climate in SMK which is not in accordance with the industrial climate [16].To overcome the above problems, the quality of learning at SMK needs to be improved so that industry confidence in the competence of SMK       The indicator is the students carry out the work until it is finished and tidied up [35].

Skills in the Field of Work
The main description contained in skills in the field of work is the skills to complete all work correctly and the results are according to standard operating procedures (SOP) [35][36].Indicators of skills in the field of work are students who are able to complete all work correctly according to industry standard operating procedures (SOP).
The score for increasing skills in the field of work can be seen in Table 7 and Figure 6.
. The impact of the low employability is low self-confidence, lack of effort and willingness to enter the world of work[9].Individuals with low job readiness have a more difficult time entering the workforce or finding work[10].
to foster partnerships with industry[23].It is necessary to develop industrial-oriented automotive learning that encourages active participation of students, vocational schools and the automotive industry in improving the quality of graduates[24][25].Industryoriented automotive learning is not only fully implemented by SMK.SMK and industry play an active role in planning, learning with an industrialoriented automotive learning model can minimize the low number of graduates, the lack of learning infrastructure, and increase the learning climate in accordance with industry expectations.[11][12][13][14].Not only that, the involvement of the industrial world can contribute to the formation of vocational school student life skills, so that students' job readiness is better[28] [29].RESEARCH METHODS This study uses a research and development approach which aims to develop an automotive learning model oriented to the automotive industry.The development model in this study refers to the Research and Development model from Richey and Klein [32], with development stages including: (1) model development; (2) model validation (internal validation and external validation).The research stages can be seen in Figure 1.

Figure 2 .
Figure 2. Industry oriented automotive learning model

Figure 3 .
Figure 3. Aspects of discipline attitudes

Figure 4 .
Figure 4. Aspects of responsibility

Figure 5 .
Figure 5. Knowledge aspects in the field of work

Figure 6 . 2
Figure 6.Aspects of skills in the field of work

table 1 .Table 1 .
Evaluation criteria and meaning of practice exams

Table 3 .
Stages of learning model

Table 4 .
Scores for increasing discipline attitudes

Table 5 .
Knowledge score in the field of work

Table 7 .
Skills scores in the field of work