Teaching Factory Di SMK St. Mikael Surakarta

Sudiyanto, Sudiyanto; Sampurno, Yoga Guntur; Siswanto, Ibnu

doi:10.30738/jtvok.v1i1.134

Cited by 6 publications

(6 citation statements)

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“…Also in line with research conducted by Sudiyatno et al (2013) which states that the supporting factors for implementing the teaching factory at SMK St. Mikael Surakarta are a good culture or culture, competent human resources in their field, and adequate equipment facilities. Also supported by the results of Muhitasari and Purnami (2022), the supporting factors in teaching factory learning are infrastructure facilities according to industry standards and competent teachers, and also in line with the results of Sari's et al (2022) research, which states that the supporting factors include: competent teachers, supporting facilities and infrastructure, enthusiastic students, toolman, block system practicum schedule, and collaboration with Industrial World Business Internship Program (DUDI), the inhibiting factor is less than optimal time, marketing and a less strategic place.…”

Section: The Driving Factor For the Successful Implementation Of Edup...supporting

confidence: 73%

Edupreneurship implementation through teaching factory on mechanical engineering competence

Kuat

Purnawan²

2022

jpv

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This study aims to (1) Describe how the edupreneurship implementation Through Teaching Factory (TEFA) on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo; (2) Describe the factors supporting the successful implementation of edupreneurship through teaching factory on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo; and (3) Describes the contribution of the edupreneurship implementation through the teaching factory in fostering an entrepreneurial spirit in mechanical engineering students at SMK Muhammadiyah 1 Sukoharjo. This qualitative research used a descriptive approach. The data were collected by interview, observation, and documentation. The informants comprised principals, vice-principals of curriculum, heads of engineering expertise programs, productive teachers, and students. The data analysis technique employed interactive analysis techniques, starting from data collection and then the data were reduced; after being reduced, the data were presented, and the last was verification. The data validity was then tested by triangulation of sources. The findings in this study revealed that (1) In terms of planning, organizing, implementing, and monitoring/evaluating, the edupreneurship implementation through teaching factory on the mechanical engineering expertise competence at SMK Muhammadiyah 1 Sukoharjo has been going very well by producing medical device products, especially patient beds that were produced and have been marketed to PKU Muhammadiyah Hospital in Central Java; (2) The factors driving the success of edupreneurship through technology factory comprised: quality educator resources, adequate infrastructure both in quantity and quality, standard operating procedures according to industry standards, quality products, and a well-established product marketing network; and (3) The edupreneurship implementation through the teaching factory contributes to fostering an entrepreneurial spirit by directly involving students in planning, production, and marketing.

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Section: The Driving Factor For the Successful Implementation Of Edup...supporting

confidence: 73%

Edupreneurship implementation through teaching factory on mechanical engineering competence

Kuat

Purnawan²

2022

jpv

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“…The last implementation process is picking up students after carrying out WBL-FWP at VHS Turen Malang Regency and VHS Islam 1 Blitar City which was carried out after the WBL-FWP implementation was completed, students would be picked up by the supervising teacher, but before picking up students had an obligation to complete reports. (Sudiyanto, Sampurno, and Siswanto 2017) states that there are several methods used in evaluating activities. The evaluation of the WBL-FWP implementation strategy at VHS is carried out by evaluating the WBL-FWP implementation at the VHS Turen Malang Regency and Islam Vocational High School 1 Blitar City.…”

Section: Secretariatmentioning

confidence: 99%

The Strategy to Implement Work-Based Learning through Field Work Practices in Vocational High Schools (Multiple Case Studies in Malang Regency and Blitar City)

Hanindya

Yoto

Nyoto

2021

J. Voc. Educ. Stud.

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This study aims to identify and describe the strategy for implementing work-based learning through fieldwork practices in vocational high schools which include (1) WBL-FWP implementation strategy planning; (2) WBL-FWP implementation strategy; (3) Evaluation of the WBL-FWP implementation strategy; (4) Supporting and inhibiting factors for WBL-FWP Implementation, and (5) Impact on WBL-FWP implementation. This study uses a qualitative approach and the type of research is Multi Cases, the research was conducted at VHS Turen and VHS Islam 1 Blitar. Sources of data were obtained from the principal, vice-principal for public relations, the Chair of the WBL-FWP Working Group, the WBL-FWP Supervisor, and the WBL-FWP Instructor.Â Collecting data using free and in-depth interviews, study documentation, and observation. The findings show that: (1) WBL-FWP implementation strategy planning is carried out by MoU with linear industry, WBL-FWP supporting industrial practice equipment, and student preparation with WBL-FWP program socialization and debriefing; (2) The WBL-FWP implementation strategy is carried out structurally, the WBL-FWP is implemented for 6 months and there is a pick-up after students complete the WBL-FWP; (3) Evaluation of the WBL-FWP implementation strategy includes the assessment of industrial work results and the assessment of supervisors; (4) The supporting and implementing factors of WBL-FWP are the enthusiasm and full support of all school residents and the limitations of the industry as the location of WBL-FWP, the presence of students to improve products, teachers gain experience and apply learning in schools, and students gain competence in industry; (5) The impact of the existence of WBL-FWP is that the name of VHS will be better known, and students will also gain knowledge outside and know more about how to communicate, socialize with those around them.

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“…Terdapat beberapa metode yang dipergunakan dalam mengevaluasi kegiatan (Sudiyanto, Sampurno, & Siswanto, 2017). Evaluasi praktik kerja lapangan dilakukan dengan penilaian pelaksanaan, penilaian tersebut memiliki dua versi yang terdiri dari penilaian industri yang dilakukan dengan cara memberikan penilaian secara mandiri melalui sertifikat dan penilaian dari pihak sekolah.…”

Section: Evaluasi Praktik Kerja Lapanganunclassified

Meningkatkan Mutu Lulusan Melalui Implementasi Praktik Kerja Lapangan

Pradana

Yoto

Nyoto

2021

Jur.Pend.Teo.Pen.Peng.

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Abstract: The purpose of this article is to explain the implementation of field work practices ranging from planning, implementation, and evaluation at VHS Islam 1 Blitar. This article uses qualitative methods and the type of research is case studies. The results of the research obtained about the implementation of fieldwork at VHS Islam 1 Blitar have been going well. At the time the planning was prepared regarding the preparation of the school in establishing cooperation with industry, the assessment of the industry as the location of the field work practice, the preparation of the supervising teacher, the preparation of the instructor and student preparation, as well as the preparation of facilities and infrastructure to support the activity of the field work. At the implementation stage it has been carried out structurally and organized starting from the submission of students, placement of students, coaching, supervision processes and pickup students. In assessments that have been well implemented with reports on activities from schools and assessments from industry and granting certificates to students.Abstrak: Tujuan artikel ini adalah untuk menjelaskan implementasi praktik kerja lapangan mulai dari perencanaan, pelaksanaan, dan evaluasi di SMK Islam 1 Blitar. Artikel ini menggunakan metode kualitatif dan jenis penelitiannya adalah study case. Hasil penelitian yang didapatkan bahwa implementasi praktik kerja lapangan di SMK Islam 1 Blitar sudah berjalan dengan baik. Pada tahap perencanaan sudah disiapkan mengenai persiapan sekolah dalam menjalin kerja sama dengan industri, kriteria industri sebagai lokasi praktik kerja lapangan, persiapan guru pembimbing, persiapan instruktur dan persiapan siswa, serta persiapan sarana dan prasarana penunjang kegitan Praktik kerja lapangan. Pada tahap pelaksanaan sudah dilakukan secara struktural dan terorganisir mulai dari penyerahan siswa, penempatan siswa, pembimbingan, proses pengawasan, dan penjemputan siswa. Pada tahap evaluasi sudah diterapkan dengan baik dengan adanya penilaian laporan kegiatan dari sekolah dan penilaian dari industri serta pemberian sertifikat kepada siswa.

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Teaching Factory Di SMK St. Mikael Surakarta

Cited by 6 publications

References 0 publications

Edupreneurship implementation through teaching factory on mechanical engineering competence

Edupreneurship implementation through teaching factory on mechanical engineering competence

The Strategy to Implement Work-Based Learning through Field Work Practices in Vocational High Schools (Multiple Case Studies in Malang Regency and Blitar City)

Meningkatkan Mutu Lulusan Melalui Implementasi Praktik Kerja Lapangan

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