teaching factory development model to capability

TEACHING FACTORY DEVELOPMENT MODEL TO CAPABILITY VOCATIONAL EDUCATION STUDENTS Adi Sutopo, Arif Rahman & Dadang Mulyana Education Electrical Engineering FT Unimed ABSTRACT: Teaching Factory is one of the activities in Vocational Education to produce goods or services that are managed and conducted teacher and students. The main function of Teaching Factory in the learning activity is: to receiving complain skills and knowledge of students in the real job conditions, can substitute industries for being a place of practice industrial and the entrepreneurial spirit. The purpose of the development of Teaching Factory is to increase the ability of the another obvious lesson competence of students and income generating to the school. Another obvious lesson the competence of students namely ability skills in completing the work and the enterpreanurshif ability. Income generating is intended to add school's operational funds and increase the welfare for class teachers and school comunity member's. The research found that teaching factory development model bothered implemented : 1) oriented to the needs of consumers, 2) human resources capabilities, 3) infrastructure and equipment effectiveness, (4) project-based learning, another obvious lesson development, 5) increased students' ability through training, and 6) the development of marketing through print and electronic media. Keywords: teaching factory, the productive competence of students, teaching factory development model Introduction Based on labor pyramid Vocational Educational graduates

as

mid-level

labor,

so

Vocational

of vacancy is

not

comparable

Educational

graduates and; 3)

Vocational competencies

Vocational Educational graduates do not meet the

Educational graduates must have the ability to skills

required

in accordance with the requirements of the industry.

companies will face difficulties finding qualified

Bambang Indriyanto (2007) stated that a program of

labor is good for the beginner level and medium

improving

entrepreneurship

level managers (The Boston Consulting Group,

Vocational Educational students are important for

2013). The National Employment census 2007 stated

preparing students to penetrate the international

that only 5 percent of the total work force Indonesia

labor market. The year 2015 Indonesia with the

who are interested in entrepreneurship (Ibnu

ASEAN economic community and will enter the

Retiring, Hamidi, Prima, 2016).

the

skills

and

implementation of MEA. Employment

Data

qualification industry.

2020

many

Based on the above and vocational education February

2015

TPT

activities should also be directed to the graduates

mentions that the Vocational Educational graduates

have the ability to become entrepreneurs. One of the

are on the number of 9,05 percent increase

efforts

significantly when compared with the February 2014

of entrepreneurs students

and February 2013 that is on 7,21% and 7,72 %.

Educational with teaching factory program. The

This can be caused by: 1) increase the number of

teaching factory services program can provide real

Vocational Educational graduates 2007 comparisons

work experience on the students as a replacement for

with the number of SMA reached 41:59 and pushed

the industry practice and at the same time to

up to 70:30 in 2015 (Dikmenjur, 2007); 2) number

entrepreneurial spirit (UU Sisdiknas, 2004). The 1

to

prepare

the at

ability Vocational

Government Regulation Number 29 1990 Article 29

Vocational

Education

function

is as:

verse 2: states "to prepare students Vocational

(1) trainning center/procuring training facilities for

Educational become labor, Vocational Educational

the region; (2) testing center; (3) teaching factory;

can be established teaching factory

(4) outlet for service placement of graduates and

services

professionally operation".

labor; and (5) business center and franchises development for community (Dikdasmen, 2005).

Literature Review

One of the efforts to achieve the function of

1. Vocational Schools

Vocational Education is by establishing teaching

Vocational Education is a secondary education

factorys. The Directorate of Vocational Educational

that prepare learners especially for work in a

Development (2007:1) stated that "teaching factory

particular

is a means of learning and entrepreneurs for the

area

System No.

(ACT

20

ON National

Article

15

th

Education

2003).

The

students and teachers as well as supporting the

implementation and development of vocational

school operational costs".

schools in the process of teaching and learning activities

based

on

philoshopi

The development of teaching factorys related to

essentialism,

the theory for workplace learning is ''transfer of

existentialism and pragmatim.

learning takes place through interaction between

Philosophy pragmatism as the basis of the concept

of situated

learning means

placements engage in collaborative interaction in

that the more often students interact with learning

this is done by both activity systems learn something

objects

and

from shipbuilders other '' Engeström and Gröhn

knowledge. Sherman (Hsiao, Lin DW, 2010: 2)

(2004: 1). Teaching factorys in their activity face the

stated "constructivism views that knowledge is not

real situation and is the implementation of

about the world, but rather 'constitutive' of the

the concept of situated cognition and the theory

world. Knowledge is not a fixed object, it is "

konstruktivisme. Sherman

constructed by an individual through her own

2) stated "constructivism views that knowledge is

experience of that object". Kolb, (Kolb, Boyatzis,

not about the world, but rather 'constitutive' of the

and Mainemelis, 1999: 2) stated "Experiential

world. Knowledge is not a fixed object, it is "

learning theory defines learning as the process

constructed by an individual through her own

whereby

experience of that object".

will

cognition

activity systems. The school and for student

provide

knowledge

many

is

experiences

created

through

the

(Lin

Hsiao,

2010:

transformation of experience. Knowledge results

The real experience in teaching and learning

from the combination of grasping and transforming

activities it is important to develop the skills and

experience. Based on this theory of knowledge and

knowledge of the students in the production

skills obtained due to a combination of experience

activities. Kolb, (Kolb, Boyatzis, and Mainemelis,

and grasping transformation.

1999: 2) stated "experiential learning theory defines learning as the process whereby knowledge is created through the transformation of experience.

2. Teaching factory 2

Knowledge results from the combination of grasping

to carry out the activities of the teaching

and transforming experience. This theory states that

factory

the knowledge and skills obtained through a combination

of

experience

4) Provide training on the students in accordance

and grasping

with the requirements of the, so that the

transformation.

implementation of the work more effective

Based on the concept of situated cognition,

5) Planning the project-based learning to produce

situated learning and experiential learning so that

goods/services

the existence of a teaching factory at vocational

6) To

train

students

who

have

been

education importen, because the quality of teaching

chosen according to the specifications and

and learning will be better. Because off the students

expertise in the face of the possibility of the

are learning in the real condition, working together

problems facing teaching factory

in a team, seek and serve consumers, conducting activities

and

market

their

production,

7) Marketing development teaching factory with

train

developing

marketing

media

such

as

discipline, the intensity of student learning and can

brochures, banner and others. The model of

evaluate the quality of the product.

the development of teaching factorys is described in diagram 1 and 2. b. Productive capabilities of SMK Students

Research Method This research development. Loading data using the instrument of observation sheet, inventory, and interview. Data analysis by using the logical framework analysis.

Productive capabilities of SMK students in the implementation of teaching factorys is the ability of the hard skills and soft skills. The ability of the hard skill is related to the skills of the students complete work including in the category

The research results and Discussion

of good (value of average = 77,2). The ability

The results of research on the implementation of

of soft skills related to team work, the ability of

the model of the development of the teaching

communication

factorys are as follows:

relationship, as in table 1.

a. Teaching factory Development Model The

implementation

of

the

The research results show that the activity of

development

teaching factorys that carried out the students are

of teaching factorys is done with the following

able to improve the ability of productive students,

steps:

so that the more students work for the ability

1) Identify the ability of knowledge and skills of

counterproductive

the students and teachers productive at SMK

increased. research

results

have not yet been able to reveal to the level of

2) Identify the needs of the people to the product

stress the students in the face of Job, because in

and service 3) Identify

and interpersonal

the

availability and

conducting

adequacy

activities

when

experiencing

problems get aid directly from the accompanying

of school facilities and infrastructure to be able 3

teachers, besides that there is no competition with

fellow students.

Table 1. The ability of Soft Skill Students Executive Teaching factory No

Aspects

The indicator

1

Communicatio n capabilities

Able to talk to convey their opinions and ask

2

The ability in team work

The cooperation in a team in the work

The commitment in the work Time management

Serious about the job

Leadership

Encourage friends participate actively, friends resolve issues Find a new way

3

4

5 Think creative

The results

To use the time effectively, can divide their time to help

6

7

Stress Management

The Management

The students are able to do with the good cooperation in completing the work such as in the face of difficulties and cannot be solved itself and not withheld discussions with friends and the accompanying teachers. The students are able to perform the cooperation with the team to solve problems and complete the work with the division of tasks and in completing the work Students attempting to complete the work to finish and as quickly as possible with the use of spare time owned. The students are able to do the work with seriously so that it can be resolved according to the target or the needs of the customer The ability of students in the search for a friend who can be invited to carry out the activities of the teaching factory and the ability to regulate time activities. Creativity voiced as a result of the thinking of the students is to find out how to find the damage and overcome the damage to the appliance/goods. Have not seen the results for carrying out work that students had not yet received the pressure because students feel they have no difficulty

Input Consumers: school community, community and industry

The curriculum Program

Job work The Teacher Tutor normative, technicians and students

:product -quality of graduates - Kualitas product /service

Production ProsesUnit/ Practice

Outcome: The SiswaSekolaheconomy

Infrastructure

Picture 4. The Model scheme Teaching factory With the promotion of media (Banner name board, flyers, internet ) Sub contract with the company

The curriculum

The product/ Services

The project teaching models

Productio n Unit

The Teacher Teacher of the theory and practice

Quality Control

Consumers

Picture 5. The implementation of scheme Teaching factory Activities 4

Jenderal Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional. Engeström dan Gröhn. (2004). Workplace learning and developmental transfer. Diambil pada tanggal 28 Juni 2010 dari www.edu.helsinki.fi/behav/english/index.ht ml Ibnu Purna, Hamidi, Prima. 2010. Mengharmonisasikan Tenaga Kerja dan Pendidikan di Indonesia Kamis, 14 Januari 2010 Iskandar, M. (Jumat, 20 Agustus 2010). Wah, Kompetensi Angkatan Kerja Indonesia Masih memprihatinkan. Jakarta: Republika on line. Kolb, D.A, Boyatziz, R.E., Mainemelis, C. (1999). Experintial learning theory: previous research and new direction. Diambil pada tanggal 8 Agustus 2009 dari http://www.d.umn.edu/~kgilbert/educ5165731/Readings/experiential-learningtheory.pdf Kompas, Jumat, 22 Mei 20092014, Rasio SMK dan SMA Mencapai 2:1 National Middle School Association. (1999). Evaluating the effectiveness of programs. Diambil pada tanggal 8 Juni 2012 dari www.ncmsa.net/ressum11. html Nuanjan, P. & Traimongkolkul. (2006). The learning factory: an innovative model of vocational education in Thailand. 10th APEID International Conference 2006 Bangkok, Thailand 6 December 2006. Diambil pada tanggal 12 November 2008 dari http://pirun.ku.ac.th/~feduppt/unesco%20200 6.pdf Sherman, L. W. (1995). A Postmodern, constructivist and cooperative pedagogy for teaching educational psychology. Dalam Lin Hsiao, W.D. (2010). CSCL Theories. Diambil pada tanggal 12 juni 2011 dari http://www.edb.utexas.edu/cscl/Dhsiao/theor ies.html Subijanto. 2012. Analisis Pendidikan Kewirausahaan Di Sekolah Menengah Kejuruan. Jurnal Pendidikan dan Kebudayaan, Vol. 18, Nomor 2, Juni 2012

Conclusion 1. Planning program activities UPJ adjusted with the

ability

of

human

resources and

infrastructure 2. The selection needs to be done on the students who will be the main executive (head) in the implementation of the activities of UPJ 3. Students who have been selected to get special training and intensive in the face of the problems UP 4. The limitations of job work in the activities UP, then the implementation is done by the students in turns. 5. Increased capacity of productive students executor UP done with learning model on the implementation of the project UP 6. Marketing development using marketing media (brochures, banners and internet) with the main target of school and community

Reference Dikdasmen. (2005). Garis-garis besar program pendidikan menengah kejuruan. Jakarta: Direktorat Pembinaan SMK Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Depdiknas Dikmenjur. (2007). Panduan pelaksanaan th 2007, imbal swadaya smk model. Jakarta: Direktorat Pembinaan SMK Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional. Direktorat Pembinaan SMK. (2007). Panduan pelaksanaan th 2007, imbal swadaya smk model. Jakarta: Direktorat Pembinaan SMK Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Departemen Pendidikan Nasional. Direktur Pembinaan Sekolah Menengah Kejuruan. (2006). Penyelenggaraan sekolah menengah kejuruan bertaraf internasional. Jakarta: Direktorat Pembinaan SMK Direktorat 5