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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Lisa G Kailola
Program Studi Magister Administrasi Pendidikan, Universitas Kristen Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Beban Kerja dan Motivasi Kerja Guru Produktif Dalam Pengelolaan Teaching Factory (TeFa) Di Sekolah Menengah Kejuruan (SMK) Matilda Indriani Umbu Warata; Lisa G Kailola; Hotmaulina Sihotang
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6089

Abstract

The implementation of Teaching Factory (TeFa) in vocational high schools is intended to strengthen the link between school-based learning and the demands of the industrial world. However, this model also changes the work structure of productive teachers because they are required to act not only as educators, but also as production supervisors, quality controllers, and coordinators of school-industry activities. This study aims to analyze the forms of workload experienced by productive teachers and to synthesize the factors that influence their work motivation in TeFa management. This research used a descriptive qualitative approach with a literature review method. The reviewed sources consisted of journal articles, books, policy documents, and previous studies published between 2015 and 2025, selected based on their relevance to TeFa, teacher workload, work motivation, and vocational education management. Data were analyzed through content analysis and thematic synthesis. The findings show that productive teachers experience physical, cognitive, emotional, and organizational workloads. These workloads may support performance when they are managed fairly, but may reduce motivation and increase the risk of burnout when they are not accompanied by clear task distribution, block scheduling, managerial support, and a proportional reward system. This study contributes a conceptual balance model between workload management and teacher motivation as a basis for strengthening sustainable TeFa governance in vocational schools.
Learning Loss Literasi dan Numerasi Pascapandemi: Studi Kasus Di SMKN 1 Amabi Oefeto Timur, Kabupaten Kupang, Nusa Tenggara Timur Irsanki Gabrial Poa; Erni Murniarti; Lisa G Kailola
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Juni 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6499

Abstract

Post-pandemic declines in students' literacy and numeracy remain a serious concern in 3T areas of East Nusa Tenggara (NTT). This study aimed to identify the factors associated with literacy and numeracy learning loss in secondary schools in 3T areas of NTT and to examine their relevance to SMKN 1 Amabi Oefeto Timur, Kupang Regency. The study used a Systematic Literature Review (SLR) design guided by the PRISMA protocol. Literature searches were conducted through Google Scholar, Portal Garuda, SINTA, and DOAJ for publications issued between 2015 and 2025. After screening 237 initial records, 28 articles met the inclusion criteria and were analyzed thematically. The synthesis shows that learning loss is related to six interconnected factors: infrastructure limitations, geographical barriers, socio-economic conditions, pedagogical constraints, sociocultural factors, and pandemic-related disruptions. Infrastructure and socio-economic factors appeared most consistently in the reviewed studies, while the pandemic functioned as an accelerator of pre-existing inequalities. The relationship among factors forms both hierarchical and cumulative patterns. Geographical barriers affect infrastructure and learning access, while socio-economic and sociocultural conditions mutually reinforce students' limited learning support. In the context of SMKN 1 Amabi Oefeto Timur, the findings suggest the need for diagnostic assessment, remedial instruction, stronger family engagement, and locally relevant literacy-numeracy support. The study is limited by its reliance on secondary data and the absence of primary field data from the school. These findings may serve as evidence for designing recovery programs that are more responsive to the conditions of 3T schools in NTT.
Co-Authors Erni Murniarti Hotmaulina Sihotang Irsanki Gabrial Poa Matilda Indriani Umbu Warata