INTRODUCTION
According
to (Zuniarti & Siswanto, 2013), good
graduates who are able to compete with other nations can improve quality human
resources. However, the quality of Vocational High School (SMK) graduates is
still unresolved. Industry confidence in SMK graduates is getting lower, this
can be seen from the lack of absorption of Vocational High School graduates in
the world of work. On the other hand, this should not happen because according
to Permendikbud No. 34 of 2018 concerning the National Standards for SMK/MAK
Education states that SMK is part of the national education system which has
the aim of vocational education, namely to produce skilled workers who can meet
the demands of the business/industry world and can develop their potential in
adopting and adapting. With the development of science, technology, and art.
Vocational High Schools must be able to produce a competent workforce and be
able to compete in the global era.
According
to (Fikriawan, 2019) the indicator of
community welfare is economic growth, because economic growth can give an
overview of the effectiveness and development of the economy in a country in
good condition (Alghofari & Pujiyono, 2011).
Meanwhile, graduates of Vocational High Schools (SMK) experienced the most
unemployment reaching 8.49 percent. Elementary school graduates experienced
unemployment reaching 2.64 percent, while junior high school graduates experienced
an unemployment rate of 5.02 percent. High school graduates experienced an
unemployment rate of 6.77 percent. Diploma and University graduates reached
6.76 percent and 5.73 percent, respectively. And in August 2020 the open
unemployment rate in Indonesia increased from 5.23 percent to 7.07 percent or
there was an increase in unemployment of 2.67 million (Agustina, 2020).
The
policy of the Minister of Education and Culture in 2012 stated that the ratio
of SMA and SMK was 51 to 49. By 2020, the number of SMKs will increase to 60%.
Currently, the growth of vocational schools has reached more than 14,000
vocational schools, exceeding the 2020 target of 7,500 vocational schools. With
such a large number, learning must be well organized to ensure the quality of
graduates.
The
world of business, industry, and the world of work (DUDIKA) is an essential
element in employment because it can absorb a workforce that is quite dominant
for SMK graduates. However, DUDIKA's efforts to improve the quality of the
learning process in SMK are still low. Therefore, there is a need for
partnerships in activities to enhance the quality of learning and the existing
Industrial Work Practices. This is in line with which states that
"teaching factory learning becomes a learning concept in a real situation
to bridge the competency gap between the knowledge provided by schools and
industrial needs �(Kuswantoro, 2014)."
Learning through the teaching factory aims to develop character and work ethic
(discipline, responsibility, honesty, cooperation, leadership, and others
needed by DU/DI.
Efforts
to improve the quality of graduates have been carried out but have not produced
optimal results. Therefore, in 2016 the government issued Presidential
Instruction No. 9 of 2016 concerning Vocational Revitalization. The revitalization
of SMK is intended to increase the productivity and competitiveness of
graduates. One of the vocational revitalization strategies is production-based
learning (Teaching Factory).
However,
this teaching and training have not been in line with technological advances.
Modern concepts of training, industrial learning, and knowledge-giving schemes
can improve innovation performance (Mavrikios, Sipsas, Smparounis, Rentzos, &
Chryssolouris, 2017).
The
teaching factory is a government-developed program to provide teachers and
students with market-oriented practical work. According to (Wijaya 2013) states that the Teaching Factory
program approach is a combination of Competency-Based Training (CBT) learning
approaches where training is based on the work done by students in the
workplace and Production Based Training (PBT) is a skill and skill learning
process designed and implemented based on actual job procedures and standards
to produce goods and services according to market demands.
According
to (Nurtanto, Ramdani, & Nurhaji, 2017),
the purpose of the Teaching factory is to change that and teach students more
than what is in the book. Not only do students practice the "soft skills in
the Learning factory, such as teamwork and interpersonal communication skills,
but they also get the necessary hands-on experience and future job training.
Learning Factory participants learn how to define a problem, build a prototype,
write a business proposal, and make a presentation about their solution. The
students learn critical skills such as meeting deadlines and expectations on
multidisciplinary teams and using varied talents in the process.
To
implement the teaching factory properly, good management of the teaching
factory is needed. According to George R Terry (Mukhtar Latif, 2018), The definition
of management is:: 'Management is a distinct process consisting of planning,
organizing, actuating and controlling; utilizing both science and art and
followed to accomplish ore -determine objectives.' Therefore, the
implementation of the teaching factory in this study describes the management
components, namely planning, organizing, implementing, and monitoring/evaluation,
where the output of the implementation of the teaching factory is related to
learning theory according to Pritchard, which states that learning is a process
of changing behavior as a result of experience. Or experiment.
METHOD
The research method
used is a descriptive method with a quantitative approach. This approach refers
to the research objective, namely to find out and analyze the implementation of
the teaching factory in improving the competence of vocational students. The
specific purposes of this research are to find out:
a. teaching factory
planning;
b. organizing teaching
factory;
c. �implementation of
teaching factory;
d. evaluation of teaching
factory implementation;
e. partnership in
teaching factory implementation;
f. problems and
solutions in the performance of the teaching factory;
g. the results obtained
from the implementation of the teaching factory.
This research was
conducted at SMK Negeri 1 Cibadak, Sukabumi district and SMK Negeri 1 Pacet,
Cianjur district, West Java province. Data collection techniques through
interviews, observation, and documentation studies. Testing the validity of the
data is carried out through source triangulation and technical triangulation
tests.
RESULTS AND DISCUSSION
A. Research result
a. Teaching
factory planning
Teaching
Factory Model is a concept of learning in production/ service-based vocational
high schools that refers to standards and procedures applicable in the industry
(DU-DI) and is carried out in an atmosphere as is the industry's case. To be
competent, the concept of teaching factory learning applies an action-oriented
learning approach in a production-technology learning environment (Al‐Moyed et al., 2019). Therefore,
teaching factory-oriented learning combines existing learning, namely
Competency-Based Training and Production Based Training. This means that a
process of expertise or skill is designed and implemented based on actual
procedures and standard operating procedures to produce products in line with
market/ consumer demands (Wahjusaputri, Marlina, & Latifah, 2020).
Teaching
factory planning includes curriculum planning, human resources, infrastructure,
and financing. Curriculum planning is carried out at the beginning of each
lesson through IHT (In-house training) activities. Every year make product innovations,
add product types and make production targets for each product. Establish
procedures for production, then perform KD selection on the syllabus from the
start, process, results, and product reporting. Next, the teacher prepares
learning tools consisting of the syllabus analysis, lesson plans, and job sheets.
Although
Industry 4.0 has begun being integrated into manufacturing, much has to be
achieved in educating and attracting young talent in the industry. It aims to
bridge the gap between the implementation of educational organizations focused
on this area. This plan focuses on developing contemporary teaching (Mourtzis, Vlachou, Dimitrakopoulos, & Zogopoulos, 2018).
The
steps taken in the preparation of infrastructure facilities are 1) Analysis of
the problems that will be carried out by each department; 2) Inventory of
equipment that supports each department; 3) Teaching factory support capacity.
Schools submit infrastructure facilities to the government and collaborate with
other parties, such as industry, to make it easier to prepare practical
learning infrastructure facilities in vocational schools �(Alan
Pritchard, 2009).
In
the last decade, the concept of Teaching Factory has gained significant
interest, especially in the U.S., resulting in many educational or business
pilot activities. Many educational institutions have tried to bring their
educational practices closer to the industrial (Rentzos, Doukas, Mavrikios, Mourtzis, & Chryssolouris, 2014).
Planning
for human resources, especially educators (teachers), is carried out to support
the successful implementation of the teaching factory. Teachers are included in
industrial internships, P4TK VEDCA Cianjur Regency training, and competency
assessor training from BNSP. Both schools already have a competency certificate
from BNSP, which has reached 80% of vocational teachers. At the same time, 20%
are honorary teachers who have participated in internships at P4TK VEDCA
Cianjur Regency but have not carried out competency training and competency
tests from BNSP.
Planning
in financing to increase teaching factory activities is carried out during the
preparation of the RKAS, originating from central or regional government
assistance and public funds.
b. Teaching factory
organization
At
this stage, the school makes a personal determination by the abilities and
tasks that have been carried out. The school designs an organizational structure
to manage the teaching factory by private person who can work professionally.
This is because the Principal has assigned a teaching factory management team
equipped with a job description.
Teaching
concepts and learning tasks can be designed based on theory, industrial
prototyping, or research results. The educational arrangements achieved can be implemented
in two industrial and miniature cases (Engelhardt-Nowitzki, Aburaia, Otrebski, Rauer, & Orsolits, 2020).
c. Implementation
of the teaching factory
The
implementation of the teaching factory is divided into 3 (three) models. Namely,
students study in the industry in 2 weeks, learn at school by carrying out jobs
from industry, and produce at school and market their products. The teaching
factory activity scheduling system is a block and learning system with a
collaborative approach between subjects. C (vocational) subjects collaborate
with A and B subjects, or between C content subjects, namely PKK (Creative
Entrepreneurship Products) or Food Safety subjects.
Other
operational processes, such as maintenance, closely related to effective
production systems, can benefit from the same advantages of an action-oriented
learning environment. It is equally essential in developing a maintenance plan
that training must go beyond theoretical knowledge to real-world contexts. One
of the challenges with creating a maintenance plan is to determine the failure
behavior of a system. This is usually done by studying historical failure data,
which is rarely available in a learning environment. Furthermore, the
development of the maintenance plan involves an interdisciplinary team during
the development process. Therefore, the training environment must expose
students to the dynamics involved with forming part of a multidisciplinary team(Jooste et al., 2020).
d. Evaluation of Teaching
Factory Implementation
Evaluation
of teaching factory implementation includes evaluation of activities and assessment
of learning. Assessment of the success of teaching factory activities is carried
out every year. Reporting on learning outcomes has been carried out with a suitable
mechanism every 6 (six) months.
The
assessment of teaching factory activities uses the LSP (Professional
Certification Institute) BNSP competency test assessment instrument. It uses
the assessment instrument on the job sheet and the National Vocational
Vocational Practice exam assessment system.
e. Partnership in
Teaching Factory Implementation
The
partnership starts with the formulation and analysis of KD, analysis of the equipment
needed, structuring the required practice space, validating work procedures
that will be implemented, and fostering student character. The school's
partnership with DUDIKA has been well maintained, as seen from the continuity
of the Collaboration with DUDIKA since its inception.
f. Problems and
Solutions in Teaching Factory Implementation
The
teaching factory activities as a whole ran smoothly, without any significant
problems. If a problem occurs, then the problem can be adequately resolved. The
experienced issues have become a concern for the school to control production
activities to run smoothly and successfully teaching factory learning.
g. Results of Teaching
Factory Implementation.
The
results of the assessment carried out through the skill competency test held by
LSP-P1 showed that the students were declared competent, and the results of the
Vocational School Exams for class XII students of APHP skill competence at SMKN
1 Cibadak, Sukabumi Regency with 35 students in the 2020-2021 academic year
showed an average result. A good score is 86.14, while for students of SMKN 1
Pacet with 53 people, the average result is a good score of 83.5. The soft
skill aspect achieved 78, 26% of all desired aspects. And high absorption above
76% and absorbed abroad, namely Japan, Germany, and Taiwan.
B. Discussion
a. Teaching
Factory Planning
The
teaching factory planning is contained in the school activity plan (RKS) and
the Medium-Term Work Plan (RKJM) so that the development plan becomes clear and
its achievements are directed. The steps that must be taken in planning the
Teaching Factory include planning for the type of product to be produced, other
supporting facilities such as the availability of equipment and materials,
standardized procedures, and a standardized space with the industry.
Implementation of syllabus analysis, KI - KD (Core Competencies - Basic
Competencies), a collaboration between subjects, breakdown of equipment and practice
materials, human resources, and external resources (partnerships) analysis.
The
Teaching Factory concept is based on the knowledge triangle notion. The idea
of the Teaching Factory has its origins in the medical sciences discipline and
�specifically, in the
paradigm of the teaching hospitals, namely the medical schools operating in parallel
with hospitals
(Chryssolouris, Mavrikios, & Rentzos, 2016).
It aims to
incorporate the learning and working environment from which realistic and relevant
learning experiences arise. The concept of the Teaching Factory has
its origins in the medical sciences discipline and, specifically, in the
paradigm of the teaching hospitals, namely the medical schools, operating in
parallel with hospitals. It aims to incorporate the learning and working
environment from which realistic and relevant learning experiences arise (Mavrikios, Georgoulias, & Chryssolouris, 2018).
Planning
in the field of infrastructure is a process to fulfill learning needs both in
theory and practice and improve the quality of learning. Based on Permendikbud
No 34 of 2018 concerning National Standards, Annex VI, namely Standards for
Infrastructure related to Practice Rooms and Teaching Factory Development
Guidelines, Directorate of Vocational Development, Ministry of Education and
Culture.
Human
resource planning for educators refers to Law Number 14 of 2005 concerning
Teachers and Lecturers in article 1 paragraph 1, which states that teachers are
professional educators with the main task of educating, teaching, guiding,
directing, training, assessing, and evaluating students in children's
education. Early childhood through formal education, primary education, and
secondary education. As professionals, the position of teachers is aimed at
implementing the national education system and realizing the goals of national
education, namely the development of the potential of students to become human
beings who believe and are devoted to God Almighty, have a noble character, are
healthy, knowledgeable, capable, creative, independent, and become democratic
and responsible citizens. Article 8 of the law states that teachers must have
academic qualifications, competencies, educator certificates, physical and
mental health, and national education goals.
In
Permendikbud No 34 of 2018 concerning National Education Standards in Appendix
V concerning Standards for Educators and Education Personnel, it is stated that
the planning for the development of educators and education personnel includes
increasing academic qualifications and increasing competence both educational
and professional competence. One of the professional competencies of teachers
contained in the Permendikbud is mastering the material broadly and deeply. Therefore,
to fulfill the ability to master the material widely and deeply for vocational
teachers, it is proven by having an educator certificate, a certificate of
competence. Teachers can become assessors in the Expertise Competency Test
(UKK) at the Competency Certification Institute if they have 2 (two) types of
certificates, namely assessor certificates and competency certificates
(technical). Competency assessor training is carried out by the National
Competency Certification Agency (BNSP). The research findings at both locations
obtained data that the percentage of vocational teachers who already have a
certificate of competence is 80%. With the assets of teachers who already have
competency certificates, the APHP Skills Competency Test activities at LSP P-1
in both research locations have been very well implemented. However, to get
competent teachers in their fields, it is necessary to conduct a competency
training program by the subjects they teach to obtain a competency certificate
from BNSP.
The
development of teaching factories in both schools uses BOS funds from the
central government, namely from the allocation of activities to increase skill
competence and maintenance of school infrastructure, namely in financing the
purchase of materials and equipment that are not investment equipment.
Therefore, the government's cooperation, in this case, the Ministry of Education
and Culture in collaboration with the German government in the form of
vocational equipment assistance for Vocational High Schools in Indonesia, has
been very helpful in implementing the teaching factory since the service was
rolled out in 2013 until now.
b. Teaching Factory
Organization
The
organizational structure that has been created has followed the provisions in
the Teaching Factory implementation guide from the Directorate of Vocational
Development of the Ministry of Education and Culture of the Republic of
Indonesia. It has the same hierarchy where the Principal is assisted by the
Deputy Principal and the Head of expertise competence. Each of which the Head
of expertise competence oversees production units managed by subject teachers
and technicians.
According
to Terry (Mukhtar Latif, 2018), 'organizing is a way to gather people and place
them according to their abilities and expertise in the work that has been
planned.' The organization in both schools has been carried out with the same
principle, namely placing people based on their abilities and expertise.
c. Implementation
of Teaching Factory
The
implementation of the teaching factory is carried out through collaboration in
the performance of learning content for groups A and B and group C (vocational
content). This activity is carried out with a block system. According to the
Minister of Education and Culture No. 34 of 2018 concerning National Education
Standards in Appendix III concerning Process Standards, it states that block
system learning is an arrangement of learning implementation that allows the
incorporation of several competencies in a complete and meaningful way to
achieve learning objectives that are held in specific time blocks according to
the characteristics of the competencies. It was further explained that the
block system learning could be done in SMK/MAK, industry, or alternately in
industry and SMK/MAK according to the time, resources, equipment, and materials
determined. The two schools did this by the agreement between the industry and
the school; both the number of students sent and the length of learning in the sector
ranged from 2 weeks to 1 month. The implementation of the teaching factory with
a pattern of collaboration with industry has so far had other impacts, such as
the student's experience of working with a natural work climate. Control is
carried out from the design stage, implementation to the final result to carry
out the work by predetermined quality standards. The performance of power is
carried out by teachers accompanied by instructors from the industry.
d. Teaching Factory
Evaluation
A
suitable mechanism has evaluated the implementation of the teaching factory in
both SMKs. The Principal has an outstanding commitment and responsibility in
maintaining the continuity of teaching factory activities. The Principal
analyzes reporting results. The evaluation system and follow-up evaluations are
then carried out by the Principal the following year for the development of the
teaching factory
According
to Permendiksud No. 34 of 2018 concerning National Education Standards, Annex
III of Process Standards, in practical learning, teachers/instructors conduct
assessments according to the characteristics of skills contained in the content
standards and syllabus after students perform skills without guidance. Student
competency assessment activities are intended to determine the extent of students'
competencies after the learning process. The results of the learning evaluation
carried out through the Skills Competency Test managed by LSP P-1 (Professional
Certification Institution) students of APHP expertise competence in both
schools were 100% declared competent.
e. Teaching
Factory Partnership
Partnerships
with the industry are built through industry trust in the quality of students
or alumni. When students meet industry criteria and perform well during
on-the-job or work practices, the industry has since recognized the school. The
involvement of industry in various school activities will result in a
harmonious relationship and mutual support for the programs of both parties.
According
to the teaching factory development guidebook, the Directorate of Vocational
states that some of the benefits in implementing cooperation with
industry/services include:
a. It knows the type and
quality of products or services with good prospects and meets consumers'
requirements and needs.
b. It knows the
procedures and ways of working in producing products or carrying out services.
c. ��It knows the
conditions of the workspace by work requirements which include: work safety,
work requirements, work environment.
d. It knows the
possibility of industrial/work waste and the procedures for handling it.
e. Knowing the skills
that workers need to have by industry needs, which include: attitude
skills/soft skills that are specific to the type of industry, for example,
obeying SOPs/regulations, being clean, disciplined, punctual, ability to focus
on work and hard skills, work attitude for instance resistance to work while
standing, body resistance in certain positions; work appearance, among others,
use, tidiness of the completeness of work uniforms, polite
f. ��Performance
evaluation not only focuses on the mastery of work skills but also on the
attitudes possessed by workers and the knowledge that supports the
implementation of workers.
g. Type and level of
technology used.
h. Opportunity to
transfer technology, skills through apprenticeship/work in the industry.
i. ��Obtain
information about the possibility of obtaining guest teachers from instructors
or senior workers from the industry.
As
for the industry, the benefits that can be obtained include:
a. Obtain workers who
have the attitudes, knowledge, and skills by their requirements and needs to hire
immediately.
b. We are reducing the
costs involved in conducting initial training for workers.
c. ��Get workers
who already know the procedures and work procedures in the industry.
d. Get workers who have
an attitude and work ethic that match the needs of the industry.
The
pattern of cooperation between drives in the implementation of teaching
factories is that students practice in companies/industries for a time agreed
upon by the industry and the school.
From
the research results, the two schools have succeeded in building partnerships
related to teaching factories. It can be seen from the high absorption rate in
the world of work. The trust is given to 45 (forty-five) students working in one
industry and students working internships abroad in both schools. This shows
that the graduates meet the criteria required by the industry both domestically
and abroad. Through the teaching factory, the two research locations have
become excellent and outstanding schools. From the partnership aspect, it can
be concluded that the two research locations have been very good at
implementing partnerships in various stages of implementing the teaching
factory.
f. Problems and
solutions in teaching factory implementation
The
problem of the number of teachers that is still lacking is overcome by recruiting
honorary teachers. Honorary teachers who join are given a competency
improvement program through training activities carried out at P4TK VEDCA
Cianjur. The implementation of competency certification is still being carried
out in stages because 20% of teachers in both schools have not received a
competency certificate from BNSP. However, with the application of
cross-assessment where teachers who provide practical guidance are not allowed
to make assessments in the production field they are mentored, it is a good
step in terms of efforts to increase teacher abilities and encourage teachers
to have competence in both knowledge and skills in the field of production that
they are not mentored.
Learning
facilities in the teaching factory activities did not experience problems
because they had been handled directly. The condition of practical
infrastructure has exceeded the standards of Permendikbud No 34 of 2018
Appendix III on Standards for Infrastructure. The Teaching factory development
guidelines from the Directorate of Vocational regarding the criteria for
practice rooms.
Implementing
the production-based teaching factory has consequences because implementing the
teaching factory requires mental readiness for both students and parents. Applying
the teaching factory that is close to the work pattern in the industry requires
a good understanding of the students and their parents. Student character needs
to be formed so that students are accustomed to having attitudes and behaviors
that are faithful and devoted to God Almighty, honest, disciplined,
responsible, and can work together in a workgroup system. The formation of this
character requires cooperation between family education and education in
schools.,
SMK,
in applying the Teaching Factory concept, should have a permanent partnership
relationship with the industry. Vocational schools implement teaching factories
to synergize with industry for all stages of learning at the planning,
implementation, assessment, certification, and evaluation stages of learning
outcomes. No significant problems were found from the partnership aspect at the
two research locations, which harmed both parties. The relationship that has
been established continues to run harmoniously by carrying out each other's
rights and obligations according to the agreement.
g. Teaching Factory
Implementation Results
Students
and other school members feel the results obtained from teaching factory
learning. Teaching factory learning encourages teachers to be more creative,
innovative, and productive. With production-based education, students acquire
knowledge, skills, and attitudes by Graduate competency and industry standards.
These competencies include Hard skill competencies and soft skill competencies.
The complex skill competencies obtained are:
a) Have good vocational
skills
Students
get an excellent average score on the Vocational Competency Test, which is
above the value of 83.5. Students are declared to be 100% competent in the LSP
P-1 competency test activity and get a competency certificate.
b) Focus on work
Students
carry out practical activities with task orientation to produce products with
criteria that have been set both by industry and by subject teachers. Failure
during production is students' responsibility so that students have to re-unite
with other groups on the following schedule.
c) Realizing the
curriculum content factually
Practical
learning with the teaching factory model provides real experience to students
about the achievement of KD in the curriculum and the application of KD in a production
process.
The
teacher monitors soft Skill competencies through an assessment of work
attitudes in the learning process. The gentle skill aspect to be achieved is
stated in the Job sheet. Characteristics of soft skills obtained by students
from the two schools are:
1) Obedient to worship
Students
pray before and after the lesson, carry out worship during practice breaks,
protect the environment.
2) Honest
Students
communicate the production results honestly, do not exchange other people's
workpieces, do not hide damaged workpieces, report damage to the tools used, do
not provide false information both verbally and in writing, do not contain
elements of plagiarism in report writing.
3) Discipline
It
complies with work safety procedures, using maintenance/lubrication before and
after using the machine/tool, using the device according to its standard
function. Do not leave the laboratory/workplace without the permission of the
teacher/instructor.
4) Responsibility
Students
complete all their assignments and make reports on production results.
5) Cooperation
Students
are formed in groups in a production process so that cooperation between group
members is included.
6) Instilling an entrepreneurial
spirit
In
teaching factory activities in schools, students market the products they make
and report the outcomes. In general, 100% of the products produced can be sold,
with the average achievement of sales to the community reaching 80% and sales
to their families reaching 20%.
7) Independent
Do
not have work dependence on others, keep a practicum journal, prepare equipment
and practice materials needed, carry out sanitation in the application of
personal hygiene
8) Accuracy
Accuracy
in analyzing the quality of raw materials, weighing raw materials, and handling
raw materials.
9) Accuracy
Carry
out all the tests required in the procedure and be careful in observing the
production process,
10) Punctuality
Completing
the work with a measured time, the spare time for completion/lack of time to
complete the job will reduce value; on the other hand, if the work is on time
or completed before the set time, it will get an additional discount.
11) Easily adaptable
Students
are easy to adapt during practice because students are used to industrial work
standards, the target results achieved, accustomed to interpersonal
communication, accustomed to applying personal hygiene, accustomed to working
with behavior in laboratories, and aspects of industrial work culture.
12) Get used to the
behavior in the laboratory
Use
personal protective equipment, use established practice clothes, do not take
actions/deeds that harm others, maintain a clean work environment, and support
equipment.
13) Manners
Do
not speak dirty to fellow students, instructors, teachers, and staff; do not
make noise. Communicate using the language of instruction.
14) Hard work
Have
fighting spirit and work spirit, don't talk or joke when working with tools or
during simulation practice, weighty when carrying out the procedure.
15) Able to interact both
vertically and horizontally
Get
along well and politely with fellow students, teachers, instructors, and other
school members, the ability to respect ideas, suggestions, and opinions of
friends
16) Obey
Make
reports according to the format (title, objectives, material tools, work steps,
discussions, and conclusions). Students follow the rules in the laboratory.
17) Creative
They
are designing product variations, designing product packaging, providing ideas
in the production process.
18) Confident
We
are presenting the results/results of work, marketing the products, answering
questions during group discussions, and communicating verbally during group
discussions.
CONCLUSION
a) Teaching factory
planning in the field of curriculum, infrastructure, and financing has been
carried out well, but in the field of HR, it is necessary to plan for teacher
competency improvement,b) The organization of the teaching factory has been
carried out well, but it is necessary to make an SOP (Standard Operating
Procedure) for activities,c) The implementation of the teaching factory has
been going well, supported by the Job sheet device, but it is necessary to
carry out verification and validation activities on the Job sheet used,d) The
teaching factory evaluation activity has gone very well by implementing the
Profession Certification System Expertise Competency Test,e) The partnership in
the teaching factory has been going well for Lemon Juice, Herbs way, and
Yoghurt products. Still, it is necessary to increase the number of industrial
partners for other types of products.f) The solution to the problem of
increasing teacher competence is handled through internal internships in
teaching factory activities and becoming a supervisor for Industrial Work
Practices,g) The results obtained from teaching factory activities can increase
the competence of hard skills and 78.26% of students' soft skills.
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