TRANSFORMASI VIRTUAL OFFICE: ANALISIS KESIAPAN SISWA JURUSAN MANAJEMEN PERKANTORAN DAN LAYANAN BISNIS DALAM MENGHADAPI BUDAYA KERJA REMOTE
DOI:
https://doi.org/10.68730/jrtp.v1i2.12Keywords:
Virtual Office, Student Readiness, Remote Work Culture, Quasi Experiment, Vocational Education, Office ManagementAbstract
The transformation of conventional office systems into virtual office environments has created new competency demands for vocational school graduates, particularly students of Office Management. This study aimed to analyze the readiness of students of SMKS Teknologi, Office Management Department, in facing remote work culture through the implementation of virtual office simulation learning. The study employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design involving grade XII students divided into an experimental group and a control group. Data were collected through a readiness questionnaire covering digital literacy, online communication, time management, work discipline, collaboration skills, and technological adaptability. The results showed that the average pretest score of the experimental group was 64.28, which increased to 84.67 in the posttest, indicating an improvement of 20.39 points or 31.72%. Meanwhile, the control group increased from an average score of 63.91 to 71.35, with a gain of 7.44 points or 11.64%. Statistical testing revealed a significant difference between the two groups (p < 0.05), indicating that virtual office simulation learning had a positive effect on students’ readiness to face remote work culture. The most improved aspects included digital communication, collaboration competence, and adaptation to work technology. Therefore, integrating virtual office-based learning into vocational curricula is recommended to enhance graduate competitiveness in the digital workplace era.
References
[1] T. D. Allen, T. D. Golden, and K. M. Shockley, “How effective is telecommuting? Assessing the status of our scientific findings,” Psychological Science in the Public Interest, vol. 16, no. 2, pp. 40–68, 2015.
[2] S. Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, rev. ed. Jakarta, Indonesia: Rineka Cipta, 2018.
[3] B. S. Bell, S. W. Kanar, and S. J. Kozlowski, “Current issues and future directions in simulation-based training in North America,” The International Journal of Human Resource Management, vol. 19, no. 8, pp. 1416–1434, 2008.
[4] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed. Thousand Oaks, CA, USA: Sage Publications, 2018.
[5] A. Field, Discovering Statistics Using IBM SPSS Statistics, 4th ed. London, U.K.: Sage Publications, 2013.
[6] M. Fullan, The New Meaning of Educational Change, 5th ed. New York, NY, USA: Teachers College Press, 2020.
[7] I. Ghozali, Aplikasi Analisis Multivariate dengan Program IBM SPSS 26, 10th ed. Semarang, Indonesia: Badan Penerbit Universitas Diponegoro, 2021.
[8] P. Gilster, Digital Literacy. New York, NY, USA: Wiley Computer Publishing, 1997.
[9] International Labour Organization, Global Employment Trends for Youth 2022. Geneva, Switzerland: ILO, 2022.
[10] R. M. Kerlinger and H. B. Lee, Foundations of Behavioral Research, 4th ed. Belmont, CA, USA: Wadsworth, 2000.
[11] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ, USA: Prentice Hall, 1984.
[12] R. Kumar and S. Singh, “Virtual office learning environment and student employability skills in technical education,” International Journal of Educational Technology in Higher Education, vol. 21, no. 1, pp. 1–17, 2025.
[13] S. Mulyani and S. A. Nugraha, “Pengaruh Pembelajaran Informatika Berbasis Artificial Intelligence untuk Meningkatkan Literasi Digital Siswa SMKS Teknologi,” jrtp, vol. 1, no. 1, pp. 8–13, Dec. 2025.
[14] S. A. Nugraha, “Penerapan Project-Based Learning dalam Kurikulum Merdeka dengan Pendekatan Pembelajaran Mendalam dalam Upaya Meningkatkan Keterampilan Speaking Siswa SMK,” jrtp, vol. 1, no. 1, pp. 1–7, Dec. 2025, doi: 10.5281/zenodo.19803432.
[15] OECD, Education at a Glance 2022: OECD Indicators. Paris, France: OECD Publishing, 2022.
[16] OECD, Skills Outlook 2023: Skills for a Resilient Green and Digital Transition. Paris, France: OECD Publishing, 2023.
[17] J. Pallant, SPSS Survival Manual, 7th ed. London, U.K.: McGraw-Hill Education, 2020.
[18] S. P. Robbins and T. A. Judge, Organizational Behavior, 17th ed. Boston, MA, USA: Pearson, 2017.
[19] M. Schleicher, The State of Global Education 2021. Paris, France: OECD Publishing, 2021.
[20] M. Sudira, Pendidikan Vokasi dan Kejuruan di Era Global. Yogyakarta, Indonesia: UNY Press, 2016.
[21] Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung, Indonesia: Alfabeta, 2019.
[22] B. G. Tabachnick and L. S. Fidell, Using Multivariate Statistics, 7th ed. Boston, MA, USA: Pearson, 2019.
[23] UNESCO, Reimagining Our Futures Together: A New Social Contract for Education. Paris, France: UNESCO Publishing, 2021.
[24] UNESCO-UNEVOC, Trends Mapping Study on Digitalization in TVET. Bonn, Germany: UNESCO-UNEVOC, 2021.
[25] World Bank, World Development Report 2021: Data for Better Lives. Washington, DC, USA: World Bank, 2021.
[26] World Economic Forum, The Future of Jobs Report 2023. Geneva, Switzerland: World Economic Forum, 2023.
[27] H. Zhao and L. Chen, “Digital competence and remote working readiness among vocational students,” Journal of Vocational Education and Training, vol. 75, no. 3, pp. 412–428, 2024.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Tien Karyanti, Yayan Diansyah (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
