EFFECTIVENESS OF TEACHING FACTORY IMPLEMENTATION IN PRODUCTIVE LEARNING: AN EVALUATION FROM VOCATIONAL TEACHERS' PERSPECTIVES

Abstract

Studi ini mengevaluasi efektivitas implementasi Teaching Factory (TEFA) dalam pembelajaran produktif dari perspektif guru kejuruan dan mengidentifikasi prioritas berbasis data untuk perbaikan pada tingkat butir soal. Survei potong lintang dilakukan terhadap 19 guru mata pelajaran produktif dari sekolah menengah kejuruan (SMK) negeri dan swasta di Jakarta yang telah menerapkan TEFA, menggunakan instrumen versi guru yang terdiri dari 31 butir soal tipe Likert (1–4) yang mencakup Produk (16 butir soal), Kompetensi Pedagogis (6 butir soal), dan Lulusan Siap Kerja (9 butir soal). Validitas isi telah ditetapkan selama pengembangan instrumen melalui tujuh penilai ahli, dengan semua butir soal melebihi ambang batas minimum Aiken’s V sebesar 0,76. Analisis mencakup rata-rata dan simpangan baku per dimensi dan per butir soal (diperingkat), interval kepercayaan 95% untuk rata-rata keseluruhan menggunakan uji t Student, dan alfa Cronbach untuk setiap dimensi. Hasil penelitian menunjukkan rata-rata keseluruhan M = 3,63 (SD = 0,30, 95% CI [3,49, 3,77]), Produk M = 3,58 (SD = 0,34, ? = 0,88), Kompetensi Pedagogis M = 3,81 (SD = 0,26, ? = 0,65), dan Lulusan Siap Kerja M = 3,60 (SD = 0,39, ? = 0,88). Peringkat item menyoroti kekuatan dalam memahami dan menerapkan gambar, kepatuhan terhadap SOP, supervisi guru, dan keterlibatan siswa dalam pengendalian mutu, sementara area dengan peringkat lebih rendah meliputi waktu penyelesaian, biaya (bahan/harga), dan pemecahan masalah teknis mandiri. Temuan ini menyiratkan penguatan SOP dan pengendalian mutu, pengaturan keseimbangan waktu takt/lini, perluasan peningkatan keterampilan berbasis industri dan penilaian autentik bagi guru, serta integrasi biaya dan pemecahan masalah teknis terstruktur ke dalam proyek TEFA untuk mendukung pengambilan keputusan berbasis bukti.

ABSTRACT
This study evaluates the effectiveness of Teaching Factory (TEFA) implementation in productive learning from the perspective of vocational teachers and identifies data?driven priorities for improvement at the item level. A cross?sectional survey was conducted with 19 productive?subject teachers from public and private vocational high schools (SMK) in Jakarta that have implemented TEFA, using a teacher?version instrument comprising 31 Likert?type items (1–4) across Product (16 items), Pedagogical Competence (6 items), and Job?Ready Graduates (9 items). Content validity had been established during instrument development through seven expert raters, with all items exceeding the minimum Aiken’s V acceptance threshold of 0.76. Analyses included means and standard deviations by dimension and by item (ranked), a 95% confidence interval for the overall mean using Student’s t, and Cronbach’s alpha for each dimension. Results showed an overall mean of M = 3.63 (SD = 0.30, 95% CI [3.49, 3.77]), Product M = 3.58 (SD = 0.34, ? = 0.88), Pedagogical Competence M = 3.81 (SD = 0.26, ? = 0.65), and Job?Ready Graduates M = 3.60 (SD = 0.39, ? = 0.88). Item rankings highlight strengths in understanding and applying drawings, adherence to SOPs, teacher supervision, and student involvement in quality control, while lower?ranked areas include turnaround time, costing (materials/pricing), and independent technical problem?solving. The findings imply strengthening SOPs and quality control, arranging takt time/line balancing, expanding industry?based upskilling and authentic assessment for teachers, and integrating costing and structured technical problem?solving into TEFA projects to support evidence?based decision?making.