Evaluation of teaching factory in collaboration with PT. Telkom for the adaptability development of vocational school students ICT expertise program using CIPP

Ari Sunaryo,Widiyanti Widiyanti,Nunung Nurjannah

doi:10.47577/tssj.v26i1.5264

Abstract

This study aims to combine business ideas with vocational or vocational education that is commensurate with the competence of ICT expertise, the process of implementing the Teaching Fac—teaching). Teaching Factory (TEFA) which is implemented using the concept of Context, Input, Process, and Product. The approach used in this research is qualitative which is supported by quantitative data by solving case studies. The results of the research in the evaluation of the Teaching Factory (TEFA) showed that the implementation of the Teaching Factory at SMKN 1 Boyolangu Tulungagung using the CIPP model resulted in 89% being very in line with the criteria, but the thing to note from this assessment is that adjustments are needed to the main teacher competencies in the implementation of Teaching Factory. (TEFA).

Highlights

Preliminary The comments submitted by users of educational institution graduates or fresh graduates are mostly related to the competencies possessed by students of educational institutions who are not ready to compete in the world of work
The implementation in the production unit carried out by students is considered not to be carried out properly and not following the achievement of the goals that have been set. This has been anticipated by making a schedule that is not monotonous in vocational learning, but the evaluation results show that the implementation of the production unit is less than optimal, causing graduates to be unable to work with the demands of the world of work that requires the skills of SMK graduates under their fields
This study aims to equate business ideas and vocational education students based on abilities that are appropriate to the field in the Teaching Factory (TEFA) process

Summary

Introduction

Preliminary The comments submitted by users of educational institution graduates or fresh graduates are mostly related to the competencies possessed by students of educational institutions who are not ready to compete in the world of work. Vocational high school students who are candidates for the workforce who are ready to work must be balanced with good school governance, as well as other supporters who can provide an injection of enthusiasm and increase the competence of vocational students who have bargaining power If this is the case, the existence of an industry that functions as an absorber of labor provides a great opportunity for the absorption of SMK graduates with undoubted SMK quality (Arikunto 2014). The implementation in the production unit carried out by students is considered not to be carried out properly and not following the achievement of the goals that have been set This has been anticipated by making a schedule that is not monotonous in vocational learning, but the evaluation results show that the implementation of the production unit is less than optimal, causing graduates to be unable to work with the demands of the world of work that requires the skills of SMK graduates under their fields. Explanations related to the implementation of Teaching Factory (TEFA) include aspects of Context or content, Input or input, Process, and Product or results

Objectives

Methods

Results

Conclusion