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446

JOSS:

Journal of Social Science

THE CONTRIBUTION OF TEACHING FACTORY TO PRACTICAL

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that education can develop continuously (Zainudin, l2012). Specifically, Kemendikbud 2015-

2019 has targeted until 2019 to run a teaching factory (TEFA) in more than 1.000 SMK (Dir P

SMK, 2017). Based on PP No. 41/2015 article 6 verse 1 the implementation of Vocational

or Lembaga Sertifikasi Profesi (LSP), TEFA and competence test place or Tempat Uji

Kompetensi (TUK), then each SMK must implement this TEFA learning model.

TEFA is a learning concept that encourages students to the real working condition. TEFA

is a learning concept as an industrial miniature, equipped with industrial production equipment,

using industrial operational procedure standard (SOP), so the product and service are similar

to the industry. TEFA is expected to bridge the competence gap between school and industry

(Zainudin, 2012).

According to (Eisenhart et al., 2009)"Teaching Factory provides students with real

experience in dealing with the real world of work situations. This enables them to develop

essential practical skills in specific vocational areas."

The purpose of this study is to evaluate the contribution of the Teaching Factory in

improving the practicum learning process in vocational schools and identify the impact of the

recommendations and guidelines for vocational schools in implementing the Teaching Factory.

METHOD RESEARCH

This research uses qualitative methods to describe the implementation of a teaching

factory, its contribution to practical learning, the production process, and the quality of SMK.

Moleong (2018) stated that the qualitative method as tradition in science depending on

person’srson observation. This research emphasi s on understanding to cervaluesvalue,

measuring, describing, estimating and giving meaning. Qualitative researcan h has actual

setting, the researcher is the key insdescriptiveskriptive data, prioritizing the pr ess and data

analysis in e form inductive giving the meaning.

The focus of this qualitative researcha is case study. Case study is an exploration of a

system tied with palce and A case. Case study is a research is observing phenoa mena in certain

Huberman, 2020).

RESULT AND DISCUSSION

Teaching Factory Implementation in SMK Muhammadiyah 1 Sukoharjo

Teaching factory implementation based involves several aspects namely, the human

resources aspect in teaching factothe ry, the partnership aspect in teaching factothe the ry,

facilities aspect in teaching factory, product aspect in Teaching Factory and marketing Aspect

in teaching factory, the following is the explanation:

Human resources aspect in a teaching factory

The human resources aspect in teaching factory is badly needed in implementthe ing

curriculum. Qualified human resourcesare is able educate students to provide good output to

work in industry and to be entrepreneur.

implementation and evaluation teaching factory learning based.

Partnership aspect in Teaching Factory

Partnership as the requirement to establish teaching factory, the partnership involves

implementation and marketing also as quality control of teaching factory product in order to

compete in global market. partnership with industry also give strategy concept, guidance, to

guide and control quality as quality assurance so that teaching factory can meet quality standard

needed business world.

The finding above matches with statement of Syahrul & Purnamawati (2018) that

partnership model design based on need analysis and partnership that consists of 7 components

namely; (1) government ministry policy, (2) main strategy concept, (3) vocational school

policy, (4) industrial management, (5) ministery principle, (6) alumnus competence and (7) the

absorbtion of vocaltiona school alumni. Besides, the data above is in line with Lampiran

Peraturan Menteri Pendidikan Nasional Nomor 19 Tahun 2007 on Education management

standard, that every school makes partnership with other relevant institutions.

The opinion above is strengtened with the finding of Lertari Suharno & Ngatou Rohman

also transfers technology from partner industry of students and education institution.

Implementation of teaching factory must be supported by facilities signing the industrial

standard because teaching factory is industry located in school. From facility. Management and

run well and meet the terget planned.

The aboved finding is in line with Hamid, Jalinus, & Inra ( 2019) that the learning model

gap narrow.

The learning done under the industrial condition with the lack of training infrastructure or

The above statement in line with UU No.20 Tahun 2005 pasal 45 ayat 1, namely every

formal school dan non-formal one provides facilities to meet the education need suitable with

becomes important part from teaching factory. To keep the product quality employs production

also quality assurance from the company so qualified products are saleable.

The above finding in line with the statement of Mourtzis et al (2020) that design and

process, and environment expected.

The statement above is strengthened with (Dir P SMK, 2008) teaching factory integrates

learning process in school to produce product and service. The product and service should be

able to to sell in order to give added value. So far, the learning activity in SMK is only practice

with practical media.

While production System in teaching factory, marketing team of Businiss Center looking

for orders, after getting the orders then analyze their feasibility, through administration,

accounting, marketing, the to logistics, construction, sparepart, finishing, assembling. After the

process is feasible, then followed up by giving the orders to teaching factory to be executed

and ended with the quality control (QC) and delivered to customers.

The above finding in line with Roesminingsih (2021), tearning factory basic principle is

integration work world experience to the school curriculum. In teaching factory curriculum all

The statement is strengthened by Dadang Hidayat (2021) that production system of

mengerjakan order, mengerjakan order, evaluating products and distributing product.

Teaching factory gives after sale servie by exchanging products and serves recondition

tell to candidate of prospective buyers to come and give orders to the same products.

The above finding in line with Kotler & Hall (2003) that after sale service is a service

buying the products from the company. The goal of the service is to grow satisfaction,

admiration, recommendation and for all the repeat orders, creating trust, self beliefs, and

Marketing product of teaching factory is fully handled by Busniss Center (BC). BC team

looks for customers or orders by approaching the customer candidates by explaining the

dalam in the whole process from planning, production, and marketing.

accepted by society or consumers.

The contribution TEFA learning in practice learning in SMK Muhammadiyah 1

Industrial class formation

Industrial class formation in vocational school is badly needed in order that the students

are able to focus in practice learning in major workshop or in teaching factory. In teaching

factory students can maximalize practice learning because practice learning in teaching factory

is designed berbasis based on product and service in industrial standard, so the students will

get a lot of knowledge and skills. Practice learning in teaching factory is link and match

between practice learning in school inteaching factory based on industrial need and business.

The above statement in line with UU No.20 Tahun 2005 pasal 45 ayat 1, every formal

education and non-formal one provides facilities like major workshop and teaching factory to

meet education need based on the growth Physical potency, intelligence, social, emotion, dan

student psychology.

The link between industry and vocational school

collaboration. So teaching factory or tecnopark brgidges the school and business and industry

The finding above is suitable with the research of Jalinus et al (2019) that learning model

in teaching factory is a learning and training model that results in competent output with skills

down the training process. The government must increase fund raising for SMK.

TEFA learning contributes in production process in SMK Muhammadiyah 1 Sukoharjo

production process and introduces industrial climate in business and industry. The real

Teachers are not doubt in learning process because they have got experinces in industry.

industrial learning factory in industry 4.0 indicates the increase of demand in skills of

production staff. The existence of learning factory often focus on technical skills that learning

Industrial work practice The gap of practice in industrial world and in SMK should get solution

The above finding in line with the research of Xing (2020) that found teaching factory

learning model is a learning and training model that produce competence alumni with industrial

Learning carried out under industrial condition but lack on training infrastructure or

facilities slow down the training process.

Collaboration between business and industrial world

The collaboration between SMK with business and industrial world increase human

resources in industrial 4.0 is developing industrial classes, an implementation teacher job

training involving suitable material, industrial visit and gust teachers. Cooperation betwen

school and business and industrial world must be carried out maximally to eliminate the gap

between school and industrial world.

The finding above matches with statement of Syahrul & Purnamawati (2018) that

partnership model design based on need analysis and partnership that consists of 7 components

namely; (1) government ministry policy, (2) main strategy concept, (3) vocational school

policy, (4) industrial management, (5) ministery principle, (6) alumnus competence and (7) the

standard, that every school makes partnership with other relevant institutions.

(2014) that teaching factory goal provides professional output in their field, develops modern

concept curriculum, demostrate correct solution toward the challange from industrial world,

sukoharjo.

Knowledge improvement (Soft Skills)

students need to be equipped with knowledge to have comprehensive views towards problems,

The above finding is suitable with statement of Risnawan (2019), that quality means

The above data is in line with the research of Zainudinl (2012) that teaching factory

program can increase knowledge, skills, experiences, student discipline and create professional

of production staff.

The skill increase in SMk is carried out in line with industrial standard namely; product

and service- based learning happens in industry. Teaching factory learning model is well

enterpreneur.

The above finding in line with the research of Rohmah, Sari, & Wulansari (2019), that

basic principle of teaching factory is integration experience in work world to school

curriculum. In teaching factory curriculum, all facilities and material as well as education

practice designed to do production process to produce product and service.

The previous statement is supported by Unsudah, Hery, & Irianti (2020) that teaching

factory is a learning activity involving production of goods and service in education

environment br students. Goods and service produced by students have good quality so they

are saleable and accepted by consumers.

Enpowering SMK by applying industrial culture (Life Skills)

Vocational school enpowering with industrial culture approach is important, from the

early time school applied industrial culture disciplinely to create industrial athmosphere,

to the athmosphere when they enter in work world.

(2014) that teaching factory goal provides professional output in their field, develops modern

concept curriculum, demostrate correct solution toward the challange from industrial world,

create industrial culture in accordance with Revitalisasi Pendidikan Vokasi program

(Kemendikbud, 2016). Improving enterpreneurship ability Vocational school needs to be

supply is more that vacancy.

The finding in accordance with the research of Sholikhah (2018) that teaching factory

The statement is supported by Makhbubah & Rusdarti (2020) that teaching factory

learning can create student enterpreneur spirit and emphasizes enterpreneurship value to

teacher job training.

Based on the finding and discussion of the research can be concluded that:

a. Teaching factory learning implementation in SMK Muhammadiyah 1 Sukoharjo runs well,

even the existence of teaching factory has been more modern and develops into technopark

becoming reference of teaching factory from other vocational schools.

b. Teaching factory learning vocational schools contributes to practice learning in SMK

Muhammadiyah 1 Sukoharjo. Students involve actively in practice learning so they are

skillful in their own competence to meet skills needed by business and industrial world.

c. Teaching factory learning contributes to production process in SMK Muhammadiyah 1

Sukoharjo. The contribution involves industrial classes formation in vocational schools in

order the students are able to focus in production process in major worshop and in teaching

REFERENCES

Creswell. (N.D.). Research Design Qualitative, Quantitative, And Mixed Approach. Google

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Dir P Smk. (N.D.). Tata Kelola Pelaksanaanteaching Factory. Google Scholar

Eisenhart, R. J. M., Moss, P. A., Solano-Flores, G., & Tobin, K. (2009). Discussion Of Key

Research: Beyond Qualitative And Quantitative Polarization, 265. Google Scholar

Hamid, H., Jalinus, N., & Inra, A. (2019). Development Of Fourth Industry Oriented

Mechanical Engineering Mechatronics Learning Devices 4 . 0. 3(4), 266–275. Google

Scholar

M, D. H. (N.D.). Model Pembelajaran Teaching Factory Untuk Meningkatkan Kompetensi

Roesminingsih, E. (2021). Strategi Kepala Sekolah Dalam Menjalin Kerjasama Du/Di Di Smk.