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All Journal Jurnal VARIDIKA PAEDAGOGIE
Fitriyani, Riska
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The The Implementation of Teaching Factory in Vocational Education: A Systematic Review Rifai, Dede Syukrillah; Ardiansyah, Achmad; Yahya, Aliya Izet Begovic; Fitriyani, Riska
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13289

Abstract

This study aims to comprehensively review the literature on Teaching Factory (TeFa) within vocational education, focusing on its role in narrowing the gap between classroom learning and industry demands. Through a Systematic Literature Review (SLR), the research synthesizes theoretical perspectives and empirical findings from peer-reviewed journals, conference papers, and other indexed publications published between 2020 and 2025. A structured screening and thematic coding process guided the selection of relevant works, enabling the identification of core variables, implementation strategies, and contextual factors shaping TeFa across countries. The review highlights that infrastructure readiness, teacher expertise, industry partnerships, and financial support influence successful TeFa practices. TeFa offers students authentic, industry-oriented experiences that strengthen technical and soft skills, thereby enhancing overall work-readiness. However, several challenges remain, such as resource limitations, uneven teaching practices, and the integration of digital manufacturing technologies. Moreover, gaps are evident in research concerning long-term digital factory planning, effective knowledge management, and data-based decision-making in vocational contexts. By systematically mapping these findings, this study advances the discourse on vocational education, offering evidence-based insights into the strengths, limitations, and future directions of TeFa. The results provide valuable input for educators, policymakers, and researchers to improve vocational education models, reinforce collaboration between schools and industry, and design sustainable frameworks for Teaching Factory implementation.
Integration of Innovative Learning Methods in 21st Century Skills Development: A Systematic Review Fitriyani, Riska; Nurlela, Nurlela; Aqil, Nur; Marba'i, Marba'i; Amelliyah, Rizqi; Khairani, Deby Rahma; Musliman, Acep; Rifai, Dede Syukrillah
Paedagogie Vol 21 No 1 (2026): (Issue in progress)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16192

Abstract

The rapid advancement of technology and the evolving demands of the global workforce have underscored the importance of integrating 21st-century skills into education. Science, Mathematics, and Technology Education (MIPA) plays a pivotal role in developing the technical, cognitive, and interpersonal skills essential for students to thrive in a knowledge-driven economy. This systematic review aims to explore the integration of innovative learning methods to foster critical 21st-century competencies, such as digital literacy, critical thinking, collaboration, communication, and creativity, within MIPA education. A comprehensive analysis of peer-reviewed studies published between 2018 and 2025 was conducted to identify key pedagogical approaches that effectively enhance these skills. Methods such as Project-Based Learning (PBL), Inquiry-Based Learning (IBL), and Technology-Enhanced Learning (TEL) were identified as prominent strategies for promoting student engagement and developing transversal skills alongside domain-specific knowledge. Despite the promising outcomes, the review also highlights challenges related to curriculum integration, teacher preparedness, and resource allocation. It is concluded that a holistic approach, involving curriculum reforms, continuous professional development for educators, and cross-disciplinary collaboration, is essential to successfully embed 21st-century skills within MIPA education. This review provides valuable insights into the role of contemporary learning methods in shaping future-ready students equipped with the competencies needed to navigate an increasingly complex and technology-driven world.
Co-Authors Acep Musliman Amelliyah, Rizqi Aqil, Nur ARDIANSYAH, ACHMAD Khairani, Deby Rahma Marba'i, Marba'i Nurlela Nurlela Rifai, Dede Syukrillah Yahya, Aliya Izet Begovic