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

Abstract

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.

Teaching factory, internal quality assurance system, and vocational teacher quality culture

“…Teaching factory learning is a production-based learning concept in vocational high schools which refers to the standards and procedures that apply in the industry and is carried out in an atmosphere as it happens in the industry [29], [30]. By implementing the Teaching Factory, vocational high schools can bridge the competency gap between industrial needs and the competencies produced by schools.…”

“…revitalization of vocational high schools by implementing teaching factory learning requires schools to have business or industrial units in the study rooms [27], [28]. Teaching factory learning is a production-based learning concept in vocational high schools which refers to the standards and procedures that apply in the industry and is carried out in an atmosphere as it happens in the industry [29], [30]. Teaching Factory is a production or service-based learning concept in Vocational High School which refers to the standards and procedures applicable in the industry, so that government, parents and the community need to be close in planning, regulation and implementation.…”

Teaching Factory Model Development in Vocational High Schools

“…This model allows students to carry out production and service-based practical activities that are carried out in actual and according to standard procedures for the world of work and industry. (Wahjusaputri, Marlina, and Latifah 2020) Currently, there are many vocational schools that have implemented teaching factory programs in Pontianak (Asriati et al 2018) However, the implementation of teaching factories or production units in general has obstacles as stated by Siswanto, namely the production unit in the form of a simple concept from the teaching factory (Siswanto 2011), several obstacles in the implementation of the production unit, namely how to ensure the legality of the school business unit, difficulties in carrying out promotion, and public perception of the quality of production carried out by school business units (Fajaryati 2013;Siswanto 2015a).…”