CANONICAL ANALYSIS OF SOCIAL SUPPORT, CRITICAL THINKING SKILLS, AND DIGITAL LITERACY ON INDUSTRIAL WORK READINESS, ENTREPRENEURIAL MINDSET, AND INTEREST IN FURTHER STUDIES OF STATE VOCATIONAL SCHOOL STUDENTS IN TULUNGAGUNG REGENCY

Resumen

This study aims to analyze the simultaneous relationship between social support, critical thinking skills, and digital literacy on industrial work readiness, entrepreneurial mindset, and further study interest of vocational high school students in Tulungagung Regency. The study uses a quantitative approach with an ex post facto design and canonical correlation analysis as the main analysis technique. The research sample consisted of 387 students in grades XI and XII who were selected through proportional random sampling. The research instrument was a Likert scale questionnaire that had been tested for validity and reliability. The results of the analysis showed that there was a significant simultaneous relationship between the predictor variables and the criterion variables (p < 0.05). The first canonical function had a correlation of 0.841 and explained most of the variation in the relationship between the variable sets. Partially, social support was significantly related to industrial work readiness and entrepreneurial mindset, but not significantly related to interest in further study. Critical thinking skills were significantly related to all criterion variables, while digital literacy was significantly related to industrial work readiness and entrepreneurial mindset, but not significantly related to interest in further study. The dominant variables in forming the canonical function are critical thinking skills and industrial work readiness. These findings reinforce the modified Social Cognitive Theory (SCT) model, which states that the career readiness of vocational high school students is influenced by the simultaneous interaction of personal, environmental, and behavioral factors. The implications of this study emphasize the importance of strengthening critical thinking skills, digital literacy, and social support in the development of industry-based vocational education.