Tendency of Mathematics Learning Readiness Among Vocational High School Students in Barru Regency

Abstract

This study examines the level and characteristics of mathematics learning readiness among vocational high school students in Barru Regency. The analysis focuses on three dimensions of readiness: physical, psychological, and cognitive–material readiness. Using a descriptive quantitative design, the research involved a population of 742 tenth-grade students from five public vocational schools. A proportional random sample of 124 students (16.71%) was selected, consisting of 46 males and 78 females from various study programs, including office management, digital business, software engineering, and hospitality. Data were collected through questionnaires, complemented by classroom observations and teacher interviews. The results show that students exhibit high physical and psychological readiness, reflected in good health conditions, positive attitudes, and consistent participation in mathematics classes. In contrast, cognitive–material readiness remains moderate to low, indicating limited pre-learning preparation such as reviewing previous lessons, summarizing materials, or using digital learning resources for independent study. An independent samples t-test reveals a significant difference based on gender, with female students showing higher overall readiness. Meanwhile, one-way ANOVA indicates no significant differences across study programs.