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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Rekayasa Mesin Jurnal Eduscience (JES) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Bakti Sekawan : Jurnal Pengabdian Masyarakat Nuras : Jurnal Pengabdian Kepada Masyarakat TOFEDU: The Future of Education Journal PROSIDING SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (SNPPM) UNIVERSITAS MUHAMMADIYAH METRO Journal of Mechanical Engineering Learning
Khoiron, Ahmad Mustamil
Universitas Negeri Semarang
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Public Health Social Sciences Other

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Vocational High School Teachers’ Readiness to Implement the Deep Learning Approach in the Merdeka Curriculum: A Systematic Literature Review Kaffa Serena Nur Hayati; Lugina Rizky Nugroho; Haeikal Ahmad Said; Hadromi; Ahmad Mustamil Khoiron
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1731

Abstract

The readiness of Vocational High School (SMK) teachers to implement the deep learning approach in the Merdeka Curriculum is analyzed through a systematic literature review. A total of 20 accredited national journal articles (2022–2026) sourced from Garuda, Google Scholar, and DOAJ were examined. The synthesis results reveal three main themes. First, teachers’ readiness is influenced by internal factors (self-efficacy, pedagogical competence, digital literacy, and emotional regulation) and external factors (learning environment, institutional support, industry partnerships, and professional learning communities). Second, strategies for implementing deep learning in vocational schools include project-based learning, teaching factory models, authentic assessment, integration of AI and coding, and social-emotional learning. Third, major challenges include limited teacher understanding, diverse student readiness, time constraints, inadequate digital infrastructure, and suboptimal process-based evaluation systems. Based on a comparison of strategies, hands-on training methods (75% practical activities) conducted over three days and combined with love-based education were found to be the most effective in improving teacher competence (+53.2 points). Strengthening continuous AI-based training, improving digital infrastructure, and developing teacher learning communities are recommended.
The Teaching Factory Model as a Strategy for Industry Based Learning Annas Nur Rahmat Hidayat; Azkal Azkiya Ar-Razy; Ammar Alghifari; Andika Bayu Yudistira; Farhan Anam; Hadromi Hadromi; Ahmad Mustamil Khoiron
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1807

Abstract

This study aims to analyze the Teaching Factory (TeFa) model as an industry-oriented learning strategy in vocational education, with particular emphasis on its implementation at SMKN 10 Semarang. A Systematic Literature Review (SLR) approach was employed by examining 20 relevant scholarly articles published between 2021 and 2025. Data were collected through searches in Google Scholar, Garuda, and DOAJ databases and subsequently analyzed using thematic synthesis techniques. The findings indicate that the Teaching Factory (TeFa) model plays a significant role in enhancing students’ technical competencies, problem-solving skills, and work readiness through production-based learning integrated with industry standards. The successful implementation of TeFa is influenced by internal factors, including teachers’ competencies and learning management practices, as well as external factors, such as the availability of facilities and infrastructure and partnerships with industry stakeholders. Implementation strategies include project-based learning, the adoption of authentic production systems, and the strengthening of quality management practices. However, several challenges remain, including limited facilities, disparities in teachers’ competencies, and suboptimal collaboration with industry partners. The study recommends strengthening industry-based training programs, improving educational facilities, and developing strategic partnerships with industry to optimize the implementation of the Teaching Factory model in vocational education.
Co-Authors Achmadi, Taofan Ali Ahmad Roziqin Ammar Alghifari Andika Bayu Yudistira Anindya Ardiansari Annas Nur Rahmat Hidayat Ardeo Ryan Niwangga Arif Ainur Rafiq Azkal Azkiya Ar-Razy Bayu Wiratama Bunyamin Farhan Anam Hadromi Hadromi - Haeikal Ahmad Said Harijadi Gunawan Buntoro Heri Tri luqman Budisantoso Irmayanti Irmayanti Irmayanti Irmayanti, Irmayanti Kaffa Serena Nur Hayati Kristianto, Virgiawan Adi kurniawan, Adhetya Lugina Rizky Nugroho Pradana, Akbar Surya Samsudin Anis Sri Handayani Syahroni Hidayat Taofan Ali Achmadi Vidiyanto, Bagus Prabowo Widya Aryadi Zahra Akira Maheswari