Career Information Needs of Vocational High School Students in Individual Planning for Entering the Workforce: A Phenomenological Study

Winardi Winardi; Tyas Martika Anggriana; Rischa Pramudia Trisnani

doi:10.63922/ijevss.v5i01.4310

Winardi Winardi Magister Pendidikan Bimbingan dan Konseling, Universitas PGRI Madiun, Indonesia
Tyas Martika Anggriana Universitas PGRI Madiun, Madiun
Rischa Pramudia Trisnani Universitas PGRI Madiun, Madiun

DOI: https://doi.org/10.63922/ijevss.v5i01.4310

Keywords: career guidance; career information needs; individual planning; phenomenology; vocational high school

Abstract

This study examines the career information needs of Grade XII students at SMK Negeri 1 Gebang in supporting individual planning for entering the workforce. Employing Moustakas's phenomenological approach, the research explores the lived experiences of 277 students from ten classes. Data were gathered through a structured questionnaire encompassing three core aspects: lack of readiness, lack of information, and inconsistent information, adapted from Gati, Krausz, and Osipow's taxonomy. Analysis reveals that 72.6% of students fall in the moderate category, 14.1% in the high category, and 13.4% in the low category of career information need. The lack-of-information aspect exhibited the highest proportion of low-category responses (19.5%), indicating a critical gap in self-understanding, awareness of career options, and decision-making strategies. These findings underscore the necessity of developing systematic and contextual career guidance services in vocational schools, particularly needs-based individual planning services. Practical implications for school counselors include designing more intensive career information programs integrated into vocational counseling curricula.

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