This research is motivated by the low learning outcomes of students in subjects Simple home electric lighting installation techniques, this is because the learning process is still teacher-centered. This study aims to reveal differences in student learning outcomes between jigsaw cooperative learning models with conventional models in subjects of simple home electric lighting installation techniques at SMK 1 Darul Kamal and to improve student learning outcomes. The research method used was Pre-Experiment with the research subjects of the 11th grade students of TITL SMKN 1 Darul Kamal consisting of 1 class, students were divided into 2 groups, namely the experimental group and the control group. From the results of data analysis based on the results of the t-test shows that Ho is rejected based on the significance value <α = 5% or 0.05, in the column t-test for equality of means we see in the column "sig. 2 tailed "with Equal variances assumed, the variance similarity test was obtained that both control and experimental groups had the same variant. Value "sig. 2 tailed "that is: 0.00 then it can be decided that Ho is rejected because the sig value is 0.00 <α = 0.05, so it can be concluded at the significance level (α) = 5% the control group and the experimental group do not have the same average value. So that the truth is that there are significant differences in student learning outcomes of the experimental group using the Jigsaw cooperative learning model compared to the control group students who did not use the jigsaw cooperative learning model.

This study aims to find a conceptual model of teaching factory in the field of air conditioning and air conditioning engineering in vocational high schools (VHS). The teaching factory development model is expected to have a solid legal foundation and be able to carry out independent financial management so that they are able to carry out sound business practices. This study uses a type of development research, namely research and development (R D), with a 4-D (Four-D) approach. The stages in this research are define, design, development, and disseminate. The conceptual model of the teaching factory was tested for feasibility by the validator of material experts (expert judgment) and the model user, namely by the executor of the teaching factory in the field of refrigeration and air conditioning engineering at VHS 1 Magelang. The results of the study indicate that the teaching factory conceptual model consists of components, namely 1) information technology; 2) PPK-BLUD; 3) HR; 4) block schedule; 5) worksheets; 6) products/services; 7) workshops; 8) industry partnerships; and 9) system management. Based on the results of expert validation and model user responses, the teaching factory conceptual model was declared feasible to be applied in VHS. The teaching factory conceptual model has a solid legal foundation, allows for independent financial management patterns, and can carry out healthy business practices on an ongoing basis (sustainability).