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All Journal Nusantara: Jurnal Pendidikan Indonesia Journal of Social Research
Valiant Lukad Perdana Sutrisno
Universitas Sebelas Maret, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Social Sciences

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Strategy Forming Hard Skills and Soft Skills Teaching Factory at SMK Warga Surakarta Valiant Lukad Perdana Sutrisno
Journal of Social Research Vol. 4 No. 12 (2025): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v4i11.2883

Abstract

Vocational education plays a strategic role in preparing competent human resources aligned with labor market demands. One approach is forming hard skills and soft skills through the implementation of Teaching Factory (TEFA). This study aims to explore the formation of these skills at TEFA SMK Warga Surakarta and identify factors affecting its success. Using a qualitative descriptive case study method, data were collected through purposive and snowball sampling with interviews, observations, and document analysis. The results show that hard skills are developed by having students operate machines and master design software. Students also learn to plan tasks, use measuring instruments, and consistently apply the 5R work culture. Soft skills develop through leadership practice, teamwork, direct communication with consumers, and public speaking during learning sessions. Additionally, students manage orders, take responsibility for supervising work, and adapt to various roles. Teachers act as instructors by providing competencies and creating tasks for students, while also assisting them during work. The industry partners supply practical jobs and evaluate student outcomes to ensure learning aligns with industry standards. This integrated approach at TEFA SMK Warga Surakarta effectively combines technical and interpersonal skills, preparing students for real-world challenges and enhancing their readiness for future employment.
Analisis Mekanisme Pembentukan Budaya Industri melalui Teaching Factory: Studi Kasus di SMKN 2 Surakarta Valiant Lukad Perdana Sutrisno
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-9

Abstract

Purpose – Teaching Factory (TEFA) is widely promoted to align vocational schools with industry demands, yet many studies emphasize implementation factors rather than explaining how TEFA operationally institutionalizes industrial work culture in day-to-day school practices. This study examines the patterns and mechanisms through which industrial work culture is habituated in a TEFA-based vocational school.Methods – This qualitative case study (interpretive paradigm) was conducted at SMKN 2 Surakarta following Yin’s case study procedures. Data was generated through semi-structured in-depth interviews with six key informants (head of expertise program, workshop head, productive teachers, and students) and supported by relevant documents. Data were analyzed iteratively using open–axial–selective coding to construct categories and an integrative theme. Trustworthiness was strengthened through data and method triangulation, and participants’ consent and anonymization were ensured. Findings – The findings show that Teaching Factory (TEFA) functions as an institutional ecosystem for industrial culture formation, rather than merely a production-based learning model, as students internalize industrial values through authentic daily work practices. Industrial culture is formed through the integration of strategic orientation, including quality and market legitimacy, financial sustainability, policy alignment, and project-based production, and operational mechanisms, such as block scheduling, digital or fingerprint-based attendance, structured daily routines, and tiered task distribution. The study further indicates that TEFA’s effectiveness is context-dependent and relies on consistent implementation, as variations in resources, leadership, and operational discipline influence the strength of industrial culture habituation. Research Implications – The study offers conceptual insights into TEFA as a mechanism for institutionalizing industrial culture in vocational education.
Sense of Quality dalam Pembelajaran Praktikum Teknik Pemesinan: Studi Kasus di SMK Mikael Surakarta Valiant Lukad Perdana Sutrisno; Muhammad Nurtanto; Azaz Ramang Pambudi
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 2 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i2-15

Abstract

Purpose – This study examines how a sense of quality is formed in machining practicum learning from the perspective of teachers. The study contributes to the discussion on quality development in vocational education by exploring how attitudes, knowledge, and skills are integrated within practical learning environments. Methods – A qualitative case study was conducted in a vocational high school specializing in machining. Data was collected through semi-structured, in-depth interviews with four experienced teachers. The data were analyzed using iterative thematic analysis, including open coding, focused coding, and category development. Findings – The findings suggest that a sense of quality is developed through three interconnected dimensions. First, attitudes form the foundation, including responsibility, honesty, discipline, and resilience shaped through work experiences. Second, knowledge provides the conceptual and procedural framework, including understanding of standards, technical parameters, and production context. Third, skills represent the enactment of quality through planning, measurement, standard-based execution, reflection, and problem-solving. These dimensions are closely interrelated and indicate a pattern of quality development rather than a fixed system.Research Implications – The study offers an interpretative framework for understanding how quality awareness is constructed in vocational practicum learning.
Co-Authors Azaz Ramang Pambudi Muhammad Nurtanto