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

Purnami, Agustina Sri; Mulyanto, Mulyanto; Utomo, Susilo

doi:10.11591/edulearn.v15i3.18947

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…The application of Tefa, which is a must for vocational schools, can improve the quality from the CIPP aspect. Improvement is from students and teachers as measured by increased competency and the products produced, and it can improve the learning climate and guarantee the quality of learning (Purnami et al, 2021). The application of Tefa can also increase student competency because they can be directly involved in the production process (Nurtanto et al, 2017;Stavropoulos et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Successful implementation of teaching factory in machining expertise in vocational high schools

Wijanarka

Wijarwanto²,

Mbakwa³

2023

jpv

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This research aims to (1) evaluate the application of the teaching factory (Tefa) in the field of machining expertise in Vocational High Schools (VHSs) and (2) identify the obstacles to the implementation of Tefa. The research uses the CIPP (Content, Input, Process, and Product) evaluation method. This research was carried out in four vocational schools on the competence of machining expertise with the criteria of having implemented Tefa for more than five years and as a pioneer in implementing Tefa. The four schools are Vocational High School (VHS) Mikael Surakarta, State Vocational High School (SVHS) 1 Magelang, SMK Warga Surakarta, and SMK Karya Teknika Colomadu Karanganyar. The research respondents are principals, vice principals, heads of competency skills, and managers of Tefa. The data collection was through interviews, observation, and document scrutiny. The instruments used are an interview guide, observation sheet, and document analysis guide. The qualitative data analysis used qualitative data processing software. The results are as follows. (1) The application of Tefa in VHSs based on the evaluation is the context component 98%, the input component 89.25%, the process component 87%, and the product component 82.5 %. The percentage of evaluating the implementation of Tefa as a whole for the CIPP component is 89.2%, or very good; and (2) The obstacles faced in implementing Tefa in vocational high schools include rules for product sales, rules for working hours for public teachers, setting practicum schedules, working hours that were not flexible, rapid technological changes, understanding of block schedules, and lack of human resource competence. The results of this study imply that schools that implement Tefa are expected to be well-managed because it impacts the progress of VHS processes and products.

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Section: Discussionmentioning

confidence: 99%

Successful implementation of teaching factory in machining expertise in vocational high schools

Wijanarka

Wijarwanto²,

Mbakwa³

2023

jpv

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“…Currently characterized by small-cycle, high-intensity training, intensity-based training programs are gradually replacing quantity-based training programs. Therefore, it is necessary to improve the scientific and technological content of physical training in my country [12]. In order to ensure the performance of the responsibilities of coaches, training time should be reduced, cultural education time should be increased, and the overall quality of elite athletes should be improved.…”

Section: Learning Time and Training Time Contradict Each Othermentioning

confidence: 99%

Exploring the Path to Improve the Cultural Quality of Athletes Based on the Barrel Theory

2022

FSR

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The importance and necessity of cultural quality education for athletes has become an international consensus on the cultivation of competitive talents. As a grass-roots sports school that cultivates a reserve army of sports talents, the importance of cultural quality education is needless to say, and it needs extensive attention and attention. The cultural quality education for athletes can not only make them develop in an all-round way, but also ensure the sustainable development of sports competition. This paper takes sports school college athletes as the research object, finds relevant literature to understand the current situation of cultural education, and uses the method of questionnaire to investigate the sports school student athletes, coaches and athletes' parents, and analyzes the influencing factors of cultural quality education. According to the barrel theory, it is unfeasible to improve the cultural quality of athletes only from the perspective of athletes or school cultural education courses. Only multi-faceted joint training can supplement the shortcomings of athletes' cultural quality. A training path for jointly cultivating the cultural quality of athletes from family, athletes and other aspects.

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The Quality of Implementation of Academic Supervision in Vocational Secondary Schools in Teaching Factory Based Learning

Desy Anita Karolina Sembiring,

Putri Ellen Gracia Risamasu

2024

j. ELIa.

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This research aimed to get an idea of how academic supervision activities are implemented in learning at SMK Negeri 2 Business and Management, Jayapura based on a teaching factory in the Marketing Department. The resource persons in this research were the school principal, teaching factory field coordinator teacher majoring in marketing, the deputy principal for the curriculum department, and female students majoring in marketing. The method used in this research is a descriptive qualitative approach, through observation, in-depth interviews, and documentation studies. The data obtained was analyzed using data reduction, data presentation, and conclusion. The results obtained from this research are that supervision activities have been carried out through class visits and work practice activities which have been carried out even though they have not been carried out on a scheduled basis and have only taken the form of monitoring. Apart from that, there is an assessment of student performance which the coordinator provides, there are efforts to develop learning programs by dividing block schedules and adjusting the curriculum according to industry needs, and there is feedback provided as input for improvements including transparency of profits from Esemkamart as well as monitoring of facilities and infrastructure, although there needs to be continuous improvement and more awareness regarding the implementation of occupational safety and health when carrying out the teaching factory learning process at SMK Negeri 2 Business and Management, Jayapura.

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

Cited by 3 publications

References 20 publications

Successful implementation of teaching factory in machining expertise in vocational high schools

Successful implementation of teaching factory in machining expertise in vocational high schools

Exploring the Path to Improve the Cultural Quality of Athletes Based on the Barrel Theory

The Quality of Implementation of Academic Supervision in Vocational Secondary Schools in Teaching Factory Based Learning

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