Learning system management based on teaching factory in Indonesia

doi:10.26500/jarssh-02-2017-0402

Cited by 7 publications

(10 citation statements)

References 7 publications

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“…The implementation of e-commerce begins with taking pictures or documentation on the product of the State Vocational High School 3 South Tangerang production unit. This step aims to ensure that the content generated on the e-commerce account is more attractive to consumers and neatly organized [20]. The documentation taken includes workshops and some sample products.…”

Section: Taking Photos or Product Documentationmentioning

confidence: 99%

Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products

Wahjusaputri

Nastiti

2022

EduLearn

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This study aimed to identify problems, describe, analyze, and evaluate the use of e-commerce to increase the competitiveness of innovative and entrepreneurial products produced by students of State Vocational High School 3 South Tangerang, Banten province. This research had three main stages, namely the preparation stage, the implementation stage, and the evaluation stage. The research location was the State Vocational High School 3 South Tangerang, Banten province, Indonesia, due to the school being outstanding in the field of Motorcycle and Animation expertise. The resource persons and respondents in this study were teaching teachers and students in classes 10-12 majoring in culinary, automotive, and animation. Implementing e-commerce activities at the production unit of State Vocational High School 3 South Tangerang, has increased the image of the production unit of State Vocational High School 3 South Tangerang. This study was a descriptive qualitative with the questionnaire, interview, and practice method. This study revealed that the application of e-commerce using the Shopee seller marketplace provided significant benefits and impacts for the production unit of State Vocational High School 3 South Tangerang. When the production unit implemented e-commerce, sales turnover increases rapidly, and the number of consumers, as a means of promotion, ease of transaction did not need to meet directly with buyers and can expand the business. However, there were also several obstacles, like weak human resources, intense competition, and the emergence of plagiarism of ideas and products.

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Section: Taking Photos or Product Documentationmentioning

confidence: 99%

Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products

Wahjusaputri

Nastiti

2022

EduLearn

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“…Its main characteristic is that the school lays a basic vision that students are intact personalities (Wahjusaputri, Fitriani, Indah Nastiti, & Syukron, 2020). Furthermore (Haris, 2017) found that in the learning process, the students are ready to have the skill and good character, as well as give them some competencies so they will be ready to work or become a businessman after graduation. The teaching factory consisted of planning, organizing, implementing, and evaluating.…”

Section: Culinary Competence Program Evaluation and Follow-up At Voca...mentioning

confidence: 99%

Teaching Factory Management for Dressing, Catering, Beauty and SPA Program

Rahmadan

Kristiawan

Sasongko

2022

AIJP

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The goal of this research is to describe the areas of preparation, implementation, supporting and inhibiting factors for activities, as well as solutions to overcome the inhibiting factors for teaching factory management in the Superior Program of Competence in Clothing, Catering, and Beauty and SPA Expertise Competence Programs at a vocational high school in Bengkulu City, Academic Year 2021/2022. This study is a qualitative descriptive of the management teaching factory program, which excels in the competitive abilities of Dressing, Catering, Beauty, and SPA. The respondents were six teachers of a Vocational School in Bengkulu City. The findings revealed that management is effective in accordance with the management program that has been established. This paper provides all vocational school stakeholders with concerns on factory management where they would have excellent competence of the student.

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“…Therefore, this fact requires State Vocational High School 4 Mataram to be able to align and balance the units in the micro-education system concerning inputs, processes, and outputs, as described by Haris (2017) "The headmaster, should pay more attention to balance the input, process, and output in the process of teaching factory based...". This means that schools should balance inputs, processes, and graduates into teaching factory-based learning.…”

Section: Supporting Factors Of Teaching Factory Learning At State Vocational High School 4 Matarammentioning

confidence: 99%

Teaching Factory-Based Learning Management in-State Vocational High School 4 Mataram

Islami

Witono²,

Hakim

2021

IJMMU

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The purpose of this study is to analyze the planning, implementation, supporting factors, and inhibition of the successful implementation of teaching factory learning (TEFA) in State Vocational High School 4 Mataram. This study uses a qualitative approach descriptive method with the case study. Data collection techniques through observation, interview, documentation. Data analysis is conducted with data reduction measures, data presentation, and conclusion drawing, as well as checking the validity of data using credibility, transferability, dependability, and affirmability. The results showed: 1) teaching factory-based learning planning following applicable rules and procedures ranging from preparation, needs analysis, decision making, program planning, and fulfillment of teamwork program plans; 2) the implementation of TEFA-based learning is carried out with two patterns, namely: a) teaching factory learning in the school environment; b) TEFA learning in an industrial environment; (3) supporting factors; a) good partnership with IDUKA, Professional Association, LSP P-1, and stakeholders, b) curriculum meets SKKNI and based on local wisdom, c) the level of teaching factory learning is at level 4 (PBET) with rotation system, and e) professionally certified teachers; 4) inhibitory factors: a) have not implemented block system schedule; b) the number of teachers is still limited; c) insufficient silverware space and equipment; d) no technopark yet.

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Learning system management based on teaching factory in Indonesia

Cited by 7 publications

References 7 publications

Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products

Implementation of e-commerce in improving the competitiveness of vocational secondary education student entrepreneurship products

Teaching Factory Management for Dressing, Catering, Beauty and SPA Program

Teaching Factory-Based Learning Management in-State Vocational High School 4 Mataram

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