guidance with the implementation of standards will be more extensive time needed for all aspects of
production use today are not only based on the quality and quantity, but also the standard time that
can meet customer satisfaction.
Fostering character learners work to be done gradually and continuously in accordance with the
level of physical development, social, and psychological students. Resulting in the learning
process of habituation. According to the theory Proser and Allen: 1 efficient if the environment in
which students are trained to do by the way, tools, and the same machine as required in the job, 3
effective if trained habits of thinking and working like in the DU- IN, 4 effective if training and
work habits to form the correct habits of thought is repeated so as to suitfit the job, 5 effective if
teachers have a successful experience in the application of competencies in operations and work
processes that have been made, 6 in every position there is a minimum capability criteria to be
owned by someone so he can work on the job, 7 vocational education should attention to market
demand.
Method of
character development
to implement industry-based work simulation work
practices in the learning process. Students can build confidence, recognizing its ability to do a job;
Students are responsible for the work being carried out to completion; Students disciplined with time;
Students have a high fighting spirit, and have the mental resilience of employment in accordance
with the needs of the working world. Learning in vocational setting as a miniature of the industry
demanded the teacher’s role is more flekxible. It is based on the premise that every student has the
opportunity to work in the industry. Character development strategy that integrates the work of
students in learning the practice described in the figure 1.
Figure 1. Building Character Model
3. Research Methods
3.1 Confirmatory Factor Analysis CFA
CFA is used to test a concept that is built using several measurable indicatore. Test the
suitability of the confirmatory model was tested using goodnes-of-fit Indices that include chi-square,
probability, RMSEA,
TLI, GFI,
CFI dan
CMINDF. Counting analysis using LISREL software
program 15, with the
assessment criteria 0.50
charge factor is very significant, but
if still
0.30 those items can still beconsidered for use. This study used a large cargo factor
0.4, if the
load factor 0,4
those items
are not measuring the
indicator and be disqualified.
Other criteria that basis is if the value of t valuesnya
1.96 and black can be said indicator is valid and fit for use, otherwise if t values
1.96 and red should be eliminated because it can
not reflect the indicator [
3 ]
. Analysis of Structural Equation Models
SEM SEM used in this study to determine the effect
of latent variables eksogeneous; job commitment, work ethic, motivation and appreciation of the work
of the endogenous latent variables; work culture and work readiness.Analysis of the structural
equation model using LISREL 8.71 program assistance. The criteria set for getting fit model is
the overall size of the instruments carried by the goodness of fit index. Indicators for assessing
model fit among other indicators are based on: 1 Root Mean Square Error of Aproximation
RMSEA ≤ 0.08 indicate good fit, 2 p-value ≥ 0.05, 3 Goodness of Fit Index GFI ≥ 0.9 ≤
Building Character Teacher
Learner
Kaizen 5R Jus in time JIT
Quality control QC Facilitator
Supervisor Motivator
Evaluator Proses:
work commitment Work ethic
work apreciation Work habit
Reflection
W o
rk C
h ac
ar te
r
Practical Learning Worksheet
60
3.216 3.335
3.05 3.282
3.386
1 2
3 4
Rata - Rata
Sumber : Data Primer
Kurang Sedang Tinggi Skala 1 - 4
Hasil Pengukuran Variabel Eksogen
Motivasi kerja Komitmen kerja
Etos kerja Apresiasi kerja
Budaya kerja
GFI 0.80, 0.90 marginal fit, 4 Adjusted Goodness of Fit Index AGFI ≥ 0.90 ≤ 0.80 AGFI, 0.90
marginal fit, and 5 Comparative Fit Index CFI ≥ 0.90 normed Fit Index NFI ≥ 0.90
[ 6
]
4. Research Results and Discussion
4.1 Results
of the
test construct validity by CFA
The model developed builds work character involving a variable: work commitments x1, work
ethic x2, appreciation of work x3, the work culture x4, motivation z and work readiness
y. Viewed the work readiness of intrapersonal aspects, namely: self-confidence y1, responsibility
y2, discipline y3, mentality Y4, honesty y5, power
struggle y6,
and compliance
Y7. Manifesto of the interpersonal aspects of competitiveness
y8, adaptation
y9, communication Y10, cooperation Y11, and
leadership Y12. The results of data analysis described in three
parts: 1 The test instrument to determine the feasibility of the questionnaire used, 2 data
description to describe the characteristics of the study variables, and 3 Test SEM to evaluate the
acceptance of respondents to the model, and prove whether the model can work affect job readiness .
4.1.1 Internal Validity
The evaluation of the ability to manifest in reflecting the latent variable were tested with
confirmatory factor analysis CFA. His ability demonstrated by the coefficient lambda-owned, and
meaning as manifest by the t-count. The higher value reflects the stronger the signal of lambda, and
the higher the t-calculated value indicates the more meaningful
or significant.
Manifest latent
confidence table 1 has a lambda value of 0.68 and a t-square 5.39 count lambda 0.68 ² = 0.4624
46.24 describes the contribution of reflected self-confidence. While the acquisition of t-count of
more than 1.96 indicates significant
[ 4
] . So the first
declared invalid
manifest with
46.24 contribution.
Table 1. Testing Results CFA Latent Confidence
Variabel Manifes
lambda t-hitung
Keterangan Confident
Y1 0.68
Ref significant
Y2 0.72
4.84 significant
Y3 0.58
6.45 significant
Y4 0.61
6.20 significant
Figure 2. Histogram Comparison Average Exogenous
The highest score is the work motivation, whereas the lowest score is the work ethic, followed
later work
culture, job commitment,
work appreciation. So aspects of sincerity, thoroughness,
enthusiasm, spirit and optimism in seriousness, the superior work gets priority for improvement. The
second priority is the cultural aspects of work: cooperation, just-in-time, quality control, honest
and 5S attitude. Student responses can also be explained
individually through categorization. Distribution of responses obtained in the variable work motivation:
as much as 81.15 of students categorized scores high motivation, the other quite as much as
18.85 categorized. Not found scores of students who lack motivation or low works. Variable work
commitment and appreciation of the work also has a characteristic distribution with a majority of the
high category, the work commitments 65.57 and
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