An Evaluation of the Implementation of the Teaching Factory Learning Model in Vocational High Schools

Abstract

The Teaching Factory (TEFA) learning model is a production or service-based learning model in vocational high schools that refers to standards, procedures, and environments found in industries. Many schools, particularly in West Java, have implemented and operated teaching factories. In the continuity of a program, there needs to be a process used to assess the level of program implementation, known as evaluation. The research conducted applied the CIPP evaluation concept consisting of the Context, Input, Process, and Product components. This research was carried out in several vocational high schools in several districts in West Java. The aim of this study was to determine the extent to which the implementation of the TEFA learning model was evaluated through the CIPP components. Data collection in this research was carried out through questionnaires, interviews, observations, and documentation. The research results showed that the implementation of the TEFA learning model, the Context component, falls into the category of very suitable for the relevance of implementation with the program's objectives, school vision, and mission. The Input component falls into the category of being suitable with school management, infrastructure, but is not yet supported by human resources. The Process component falls into the category of being less suitable with the learning pattern and marketing. The Product component falls into the category of being suitable with student competencies and products but is not relevant to the products expected by user communities. All components of the CIPP TEFA learning model have been implemented, but improvements are needed in technology development, curriculum alignment, resource management, and product marketing.