Teaching Factory Learning Research Articles

A Smart Learning Model Targeting Regional SME Ecosystems: A Conceptual Framework

Manufacturing is shifting towards digitalization supported by innovative Information and Communication Technologies such as Cloud Computing, Internet of Things, Augmented and Virtual Reality, Big Data and Analytics under the Industry 4.0 framework. Therefore, there is an emerging need for advanced life-long training of the skilled workforce. Furthermore, smart education, a concept that enables learners to be trained in a more flexible and personalized way with digital tools, has gained increased interest. To that end, Education 4.0 and Smart Learning ecosystems have to be applied to develop the skills and competencies for the workers of the new era, the Knowledge Workers. Towards that, this paper presents the Smart and Learning Model and a four-tier conceptual framework. The proposed framework for personalized learning and education methods for Small and Medium Enterprises (SMEs) in manufacturing industry, is presented under the Teaching Factory Concept. On that basis the paper will define and discuss implementation aspects of the Smart Learning concept, the specification of the Teaching Factory learning network and the FUTURE 4.0 software platform facilitating the Teaching Factory operations between academia and industry.

Developing the teaching factory learning media in a public vocational high school

This study aims at determining the success factors of the learning media of tutorial and skill e-report portfolio video-based in teaching factory learning outcomes in vocational high school. This study was the Research and Development model, through several stages, namely: (1) collecting data; (2) planning; (3) developing draft; (4) conducting initial trials; (5) revising the trial results; (6) conducting trial site research; (7) improving the productivity of the test results, (8) conducting test, (9) completing the final product; and (10) disseminating and implementing the result. This study was conducted at 58 Public Vocational High School, Jakarta. The samples were random sampling, consisting of 59 students majoring in painting and visual communication design in the control class and the experimental class. The instrument was a multiple-choice test sheet (multiple choice) through pre-test and post-test. The results of the study were analysed using a t-test. The t-test avarage of the experimental class, Visual Communication Design were 11.522. The t-test avarage of the control class were 10.832. Thus, the average learning outcomes of the experimental class were 0.69 which bigger than in the control class. In the experimental class, Painting Class, the average learning outcome was 67 and the control class was 54.5. Therefore, there was a difference of 12.5. The hypothesis stated that there were differences in teaching factory learning resulted from the pre-test and post-test experimental classes majoring in Painting and Visual Communication Design. The instructional media of Tutorials and Skill E-Report Portfolio Video-Based got very good responses from students.

Development of teaching factory learning models in vocational schools

Vocational education has an important role in the effort to create a workforce that has competencies that are in accordance with the characteristics of the needs of the industrial world. The learning process that emphasizes mastery of specific competencies requires an appropriate learning model. Teaching factory model is one of the solutions to prepare students to have competencies that are in accordance with the needs of industrial competence. Learning teaching factory developed can be integrated into the production unit organized by the school. This study is a literature study that reviews the development of teaching factory models in vocational schools. The results of the discussion concluded that teaching factory development was the main point where the process included the formation of management, production processes, marketing processes, and evaluation processes. Teaching factory developed is integrated with the production unit for the implementation of students practices.

Komparasi Model Pembelajaran Teaching Factory dengan Project Based Learning Terhadap Keaktifan dan Hasil Belaja

This study aimed to determine the comparison of Teaching Factory (TEFA) learning models with Project Based Learning (PjBL) on the active and learning outcomes of class XI Multimedia students in 2D and 3D Animation learning at Vocational High School of Janapria in 2019/2020 Academic Year. This type of research is quantitative with the Quasi Experimental method. The population of this study was all 60 students of class XI Multimedia 1 Janapria Vocational High School, with samples using cluster sampling techniques. Class XI Multimedia-A as an experimental class I with 30 students while class XI Multimedia-B as an experimental class II with a total of 30 students. The research design used was Nonequivalent Control Group Design. Data collection used observation and tests. Data analysis used Paired Sample T Test. The results showed that 1) there was no difference in student learning activeness using the TEFA learning model with PjBL (with a significance value ρ> 0,05), 2) there was no difference in student learning outcomes using the TEFA learning model with PjBL (with a significance value ρ> 0,05). Therefore, there is no difference in the activeness and learning outcomes of students using the TEFA learning model with PjBL in students class XI Multimedia of 2D and 3D Animation learning at Vocational High School of 1 Janapria 2019/2020 Academic Year.

Canvas Model Business as an Innovation of Teaching Factory Learning in the Fashion Department of 27 Public Vocational High School, Jakarta

This research was an attempt to design and enhance the Canvas Model Business of nine blocks in one canvas within teaching factory based learning innovation at the Fashion Department of 27 Public Vocational High School, Jakarta. The research method used qualitative and quantitative methods. The qualitative method, data collection was conducted within a SWOT analysis. This research was conducted in 27 Public Vocational High School, Jakarta, with the respondents were 82 students. The quantitative method with in the matrices of Internal Factor Evaluation (IFE) and External Factor Evaluation (EFE). The result of this research that implementation of the Canvas Model Business: (1) Customer Relationships in strategy 1 was valued of 0.34, was "Increasing product marketing through print and electronic media"; (2) Key Partnership in strategy 2 was valued of 0.31, for "Offering products and having cooperation with several textile producers in Jakarta and outside Jakarta "; (3) Value Propositions in strategy 3 was valued of 0.31, namely "Assuring and improving product quality and adding variant to fashion"; (4) Customer Segment in the strategy 4 was valued of 0.29, entitled "The Development of Out-of-School Fashion Sales"; and (5) Channel on strategy 5 which was valued of 0.27, "Utilizing occasional fashion events to meet market demand".

Teaching Factory Learning Has Not Been Effective in Increasing the Entrepreneurial Spirit of Vocational High School Students

The purpose of this study is to determine the role of teaching factory implementation in Vocational High Schools in increasing the entrepreneurial spirit of students. This research used a descriptive qualitative research approach that is case studies; data collection is done by observation, documentation, and in-depth interviews. The results of the study showed that the implementation was carried out following industry standards, the evaluation was carried out during the process and performance of the final good/service. In general teaching, factoring can improve student skills in production, yet the development of entrepreneurial spirit relatively has not improved much. The main inhibiting factor of this learning is related to the lack of understanding of creating student entrepreneurial spirit but it is more focused on improving the student skill on production.

Bussines model canvas of teaching factory fashion design competency Vocational High School in Yogyakarta

Directorate of Technical and Vocational Education Ministry of Education and Culture encourages Indonesian Vocational High School to to apply teaching factory learning concept to bridge education with industry needs. The aims are direct touch of students to industry system, bring students and teachers industry experience, industry supports to improve school facilities and minimize the gap between the needs of industry competence and knowledge of the school. At the completion of teaching factory students should be able to working properly and having entrerpreneurship experience. This study aims to describe the teaching factory at fashion design vocational high school viewed from the aspects of the Business Model Canvas. There are the nine building blocks Business Model Canvas, among others Customer Segments, Value propositions, Channel, Customer Relations, Revenue Streams, Key Resources, Key Activities, Key Partnerships and Cost Structure.This study used qualitative methods. Modeling by interviews using the Business Model Canvas building block. The results showed that should be improve in terms of the formation of new segmentation, exted distribution chanel to digital world, addition of value to the product, creating a customer relationship trough social media, key activities involving technology, partnership and networking, optimize resources and competent human resources placement As well as the improvement in terms of financial records.

The effects of a teaching factory learning model on students’ competency: an empirical study at the department of automotive engineering education of Universitas Negeri Yogyakarta

Vocational education is expected to serve the function of preparing competent and skilled graduates to meet the needs of industries. Therefore, this study aimed to determine the effects of implementing a teaching factory learning model integrated into the subject of Vehicle Body Painting on the students’ competency. Using the research design of an experimental approach, this study involved two research groups that consisted of Automotive Engineering students following the subject of Vehicle Body Painting. The control and the experimental groups were treated respectively with a training based learning model and a teaching factory learning model. Indicators to be observed were the results of the competency test and the feasibility of the students’ work. The data were collected through a competency test and documentation. The findings of this study suggested that the teaching factory learning model had significant effects on the students’ competency (83.82) compared to the students treated with the training-based learning model (77.87).

Measurement of Employability Skills on Teaching Factory Learning

Vocational High Schools as one of the educational institutions that has the responsibility in preparing skilled labors has a challenge to improve the quality of human resources as a candidate for skilled labors, to compete and survive in a changing climate of work. BPS noted an increase in the number of non-worker population (BAK) in 2015-2017 on vocational graduates as many as 564,272 people. The ability to adapt and maintain jobs in a variety of conditions is called employability skills. This study purpose to measure the development of employability skills of communication skills, problem-solving skills and teamwork skills on the implementation of teaching factory learning in SMK Negeri 1 Cibadak, THPH Skills Program on bakery competency. This research uses mixed method, with concurrent triangulation mix methods research design. Data collection techniques used interviews and questionnaires. The result shows that there are increasing students’ employability skills in communication skills, problem solving skills, and teamwork skills in teaching factory learning. Principles of learning that apply learning by doing student centering and learning arrangements such as situations and conditions in the workplace have an impact on improving student employability skills.

EVALUASI PROGRAM PEMBELAJARAN TEACHING FACTORY DI SEKOLAH USAHA PERIKANAN MENENGAH

The aim of this research is to evaluate the implementation of Teaching Factory Learning Program in SUPM Negeri Tegal. This research is a qualitative research using CIPP Model (Context, Input, Process, Product). The main subjects of this research were the teachesr of Teaching Factory and the students of class XII in Fish Processing Technology. The data were collected through participant observation using interview, observation, document study, and questionnaire. The research found that the implementation of the learning program Teaching Factory in SUPM Negeri Tegal are generally in good condition. This can be seen from the evaluation result that (1). Context Components show a good category; (2).Input Components show a good category; (3) Process Components show a very good category;.and (4) Product Components show a good category. The quality of the Teaching Factory learning program can be improved by treating the aspects of the low category in each stage of evaluation.

THE INFLUENCE OF TEACHING FACTORY LEARNING MODEL IMPLEMENTATION TO THE STUDENTS’ OCCUPATIONAL READINESS

This study examines the significance level of teaching factory learning model to the occupational readiness of the students. Using the research design of a quantitative approach with causal comparative, the study included the following variables: teaching factory learning model (X) and occupational readiness (Y).The population consisted of 30 students of the study program of Automotive Engineering Education, Faculty of Engineering, State University of Semarang. They were selected using proportional random sampling technique. The data was analysed using descriptive and inferential statistical analysis. The findings shows the implemetation of teaching factory learning models (X) contributes significantly with the percentage of 22.80% to the occupational-readiness (Y). These results suggest that the implementation of teaching factory in the learning process is strongly recommended for the vocational educators both lecturers and teachers. The implementation can be adjusted to suit the conditions and the learning resources available in the educational institution.