Abstract
This research aims to prove: 1) the differences of students’ readiness in choosing a career in students in schools that apply KTSP curriculum with students in schools that apply kurikulum 2013; 2) the differences of the influences of supporting family environment with unsupporting family environment for students’ career choosing; 3) the influence of curriculum that receives family support for students’ career choices. The samples of the study were 355 students from 12 schools in Depok. Data analysis tool used two way anova with interaction. The prerequisite test used normality test and homogenity test. The result of the research shows that: 1) there is no significant difference of curriculum used in school to the students’ career choice readiness, 2) there are significant differences between students who have supporting family environment with students who have less supporting family environment to students’ career choice readiness, 3) there is a significant difference when schools with curriculum work together with family environments to support students in choosing their careers.
Highlights
The world of work in the 21st century has changed rapidly, with globalization, a person’s choice of work and career is more diverse and specific
The selected samples are grouped into two groups: the group using KTSP Curriculum and the groups using Kurikulum 2013 with a balanced number of sample
From the result of independent test for the curriculum group, it obtained the value of tcount of 1,216 is smaller than ttable by 1.649, it means there is no significant difference between student in school by using KTSP and Kurikulum 2013 and readiness of career selection
Summary
The world of work in the 21st century has changed rapidly, with globalization, a person’s choice of work and career is more diverse and specific. This change is mainly influenced by the rapid changes in technology. Rapid changes and developments demand adjustments in education to be able to answer all the challenges. National education can be categorized as life because it has the nature to change. Both the educational objectives and its efforts have interconnectivity with strategic environment changes, such as politics, economics, social, culture, science, technology, religion, morality / ethics, art, population growth, and globalization The development of the world of education is entering an era of marked by incessant technological innovation, demand the adjustment of the education system in line with the demands of the world of work (Windriyas, 2014)
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