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Journal of Business and Management InabaJournal of Business and Management InabaEvery student has their own potential, and those with special needs are not an exception. One of them is the slow learners. They need to have a chance to compete in the career world and reach career maturity. However, some students are uncertain about deciding on a career path that goes along with their ability and major. This study aims to test the effect of Career Self Efficacy training on career maturity improvement of 12th-grade slow learner students in SMK X Bandung. This study uses a population sampling technique in which subjects characteristics are defined by their IQ, low level of career maturity, and parents consent. From there, it is found that there are four slow learners majoring in culinary in 12th grade. In this study, a single-group pretest-posttest design is used to measure the change in career maturity after the Career Self-Efficacy training. Wilcoxon sign-rank shows a significant improvement after the subjects participated in the training. Based on the result, it is suggested that schools make Self Efficacy training a career counseling program for slow learner students.
The research results demonstrate that career self-efficacy training can significantly enhance the career maturity of 12th-grade slow learner students at SMK X Bandung.The training positively impacts all dimensions of career maturity, particularly commitment to choice and aligning career aspirations with personal needs and identity.This training module is recommended as a standard career guidance program for slow learner students, and future research should consider the impact of internship experiences on the effectiveness of such programs.
Further research should investigate the long-term effects of Career Self-Efficacy training on the employment outcomes of slow learner students, examining whether the increased career maturity translates into successful job placement and retention. Additionally, studies could explore the effectiveness of incorporating personalized career exploration activities, such as job shadowing or mentorship programs, into the training to provide students with real-world experiences and enhance their self-efficacy. Finally, it would be beneficial to examine the role of parental involvement and support in the career development process of slow learner students, developing interventions that empower parents to actively participate in guiding their childrens career choices and fostering their confidence. These investigations, building upon the current study, will contribute to a more comprehensive understanding of how to best support the career aspirations and success of students with special needs, ensuring they have equal opportunities to thrive in the workforce.
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