Triple helix model is a model of a knowledge-based economy, which collaborates with the university, business, and government sectors to help small and medium enterprises (SMEs) boost their business. The issue is the three actors have not yet synergized optimally in the development of SMEs. Hence, this study was to identify the critical success factors of the triple helix model for SMEs. This study employed a meta-ethnography and factor analysis to obtain components and indicators of the success factors. The result showed that 37 items of critical success factors have good content validity and excellent homogeneity reliability. Based on these success factors, a triple helix model consisting of six stages has developed. It indicates that these critical success factors make an essential contribution to the development and success of SMEs to achieve the goal of the program.JEL Classification: L52, L53

This research was conducted to analyze the teaching factory model in vocational high school (<em>sekolah menengah kejuruan/</em>SMK) in Central Java Province, Indonesia according to the teaching factory's success factors. This research used meta-ethnography for qualitative methods and Delphi technique, Research and Development, and social problem-solving models for quantitative methods. This research involved five vocational secondary education in Central Java Province, with 140 students as the respondents. The findings of teaching factory model implementation are applied to school management, human resources, marketing promotion, workshops, laboratories, learning patterns, and business and industry relationships. This model should increase the competency of graduates relevant to business and industry needs in the 4.0 era industry.

The teaching factory concept is the basis for a new model that attempts to integrate academic and industrial worlds. This study aims to identify and explore critical success factors in implementing the teaching factory model. Learning activities that are carried out in work environments are able to provide students with relevant learning experiences and develop teachers’ learning objectives which in turn will improve the overall quality of teaching and learning processes in which knowledge about industrial worlds is constructed. This research used qualitative and quantitative methods, adopting Kitchenham’s approach to identify the critical success factors and using reliability and validity testing to validate the critical success factor items. This research was conducted in five vocational high schools in Central Java Province, with the respondents of 140 students. This research shows that there were 27 critical success factors of teaching factory implementation, three of which are the main factors: business and industrial worlds, schools and teachers, and students.

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".

In the face of the COVID-19 pandemic, education in Indonesia has shifted from face-to-face learning to online learning via the internet and digital technology. Therefore, digital literacy is a skill needed by vocational students and teachers today. This study aimed to identify and analyze digital literacy competency indicators to improve the quality of learning in high vocational education. This research employed a systematic review method, especially a qualitative meta-ethnographic approach, by reviewing various studies related to digital literacy competencies from various journal articles and conferences to then carry out the synthesis process. Meta-ethnography as part of the systematic review method integrates data across studies to obtain new theories and concepts with a deeper and more thorough understanding. The results showed four competency factors and 28 indicators to improve digital literacy competence. This research can be the basis of creating a digital literacy assessment model for high vocational education in Indonesia.

This study aims to determine the effect between Work Discipline and Organizational Culture for Job Satisfaction. The variables used are Work Discipline and Organizational Culture as independent variables and Job Satisfaction variables as the dependent variable. The purpose of this study is to determine and analyze 1) The effect of Work Discipline on employees Job Satisfaction of Pizza Hut East Jakarta Region 2) The effect of Organizational Culture on employees Job Satisfaction of Pizza Hut East Jakarta Region 3) The effect of Work Discipline and Organizational Culture on employees Job Satisfaction of Pizza Hut East Jakarta Region

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.

In the perspective of Islam, education must be obliged throughout life. Researchers seek to find solutions to problems using Action Research (PTK) by treatment of 2 (two) cycles, with the adoption of snakes and ladders game. In the reality on the ground were identified from 21 the number of children in group B, only 6 or 33% have the ability in the areas of math, while 14 children or 67% still need the help of a teacher. The learning process is still centered on the teacher, using the lecture method and administration tasks, monotonous and tend to be conventional. The results showed that through the game of snakes and ladders can increase the child's ability to count, and results from the growing percentage in sequencing numbers and put the emblem in accordance with the number of object numbers