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

Abstract

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".

Development of teaching factory competency-based for vocational secondary education in Central Java, Indonesia

“…Based on the content validity significance standard (V), for 140 students (rater) and five categories (Likert scale), the minimum value of significant content validity (V) is rcount>rtable. ii) The homogeneity-reliability coefficient was calculated for each item of the success factor using the given Aiken's H formula [2]. Based on the significant standard of homogeneity reliability (H), for 140 students in class XI-XII (rater) and five categories (Likert scale), the minimum coefficient of homogeneity (H) reliability value that was considered significant was 0.51 (H>0.51).…”

“…The learning theory is exemplified from each of the vocational training courses occupied by students theoretically and practically. Furthermore, success factors of the vocational high school in Central Java are: 70% for teaching factory management applied in schools, 85% for laboratories, 80% for teaching factory learning patterns, 70% for marketing /promotion, 78% for service products, 90% of human resources, and 75% for industry relations have reached [2]. Consequently, the problems which appeared from the students and infrastructure become a students' competencies development [3].…”

Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products

“…The evaluation was carried out to measure and provide an objective value for achieving the results of the implementation of the questionnaire distribution [23]. Evaluation always seeks to question the effectiveness and efficiency of the implementation of a plan which at the same time measures the objectives of e-commerce implementation with acceptable measures for those who support or do not support a plan, as well as to assess the success of the implementation of a program/activity [24].…”

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

“…Vocational high schools prioritize preparing students to enter the workforce and developing professional attitudes. The research conducted by Wahjusaputri et al (2019) resulted that the composition of the industrial workforce in Indonesia according to education was dominated by SMK graduates reaching approximately 65% from 2016 to 2020. Along with the increasing number of vocational graduates' work participation rates in 2018-2019, vocational high school graduates' open unemployment rate is decreasing every year.…”

“…Along with the increasing number of vocational graduates' work participation rates in 2018-2019, vocational high school graduates' open unemployment rate is decreasing every year. The composition of the industrial workforce according to education is still dominated by vocational high school graduates reaching approximately 65.4% from 2016 to 2020, according to the results of research conducted by Wahjusaputri et al (2019), however, they added that the revitalization of vocational high school in teaching factories as production-based learning improves the competence and competitiveness of vocational students who are ready to work in the business and industrial world or Dunia Usaha-Dunia Industri (DU -DI). 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.…”