Triple helix model is a model of a knowledge-based economy, which collaborates with the university, business, and government sectors to help small and medium enterprises (SMEs) boost their business. The issue is the three actors have not yet synergized optimally in the development of SMEs. Hence, this study was to identify the critical success factors of the triple helix model for SMEs. This study employed a meta-ethnography and factor analysis to obtain components and indicators of the success factors. The result showed that 37 items of critical success factors have good content validity and excellent homogeneity reliability. Based on these success factors, a triple helix model consisting of six stages has developed. It indicates that these critical success factors make an essential contribution to the development and success of SMEs to achieve the goal of the program.JEL Classification: L52, L53

The teaching factory concept is the basis for a new model that attempts to integrate academic and industrial worlds. This study aims to identify and explore critical success factors in implementing the teaching factory model. Learning activities that are carried out in work environments are able to provide students with relevant learning experiences and develop teachers’ learning objectives which in turn will improve the overall quality of teaching and learning processes in which knowledge about industrial worlds is constructed. This research used qualitative and quantitative methods, adopting Kitchenham’s approach to identify the critical success factors and using reliability and validity testing to validate the critical success factor items. This research was conducted in five vocational high schools in Central Java Province, with the respondents of 140 students. This research shows that there were 27 critical success factors of teaching factory implementation, three of which are the main factors: business and industrial worlds, schools and teachers, and students.

This research was conducted to analyze the teaching factory model in vocational high school (<em>sekolah menengah kejuruan/</em>SMK) in Central Java Province, Indonesia according to the teaching factory's success factors. This research used meta-ethnography for qualitative methods and Delphi technique, Research and Development, and social problem-solving models for quantitative methods. This research involved five vocational secondary education in Central Java Province, with 140 students as the respondents. The findings of teaching factory model implementation are applied to school management, human resources, marketing promotion, workshops, laboratories, learning patterns, and business and industry relationships. This model should increase the competency of graduates relevant to business and industry needs in the 4.0 era industry.

In the face of the COVID-19 pandemic, education in Indonesia has shifted from face-to-face learning to online learning via the internet and digital technology. Therefore, digital literacy is a skill needed by vocational students and teachers today. This study aimed to identify and analyze digital literacy competency indicators to improve the quality of learning in high vocational education. This research employed a systematic review method, especially a qualitative meta-ethnographic approach, by reviewing various studies related to digital literacy competencies from various journal articles and conferences to then carry out the synthesis process. Meta-ethnography as part of the systematic review method integrates data across studies to obtain new theories and concepts with a deeper and more thorough understanding. The results showed four competency factors and 28 indicators to improve digital literacy competence. This research can be the basis of creating a digital literacy assessment model for high vocational education in Indonesia.

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".