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All Journal MANAJEMEN IKM: Jurnal Manajemen Pengembangan Industri Kecil Menengah Jurnal Pendidikan Karakter Cakrawala Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Teknobuga : Jurnal Teknologi Busana dan Boga International Journal of Artificial Intelligence Research Jurnal Taman Vokasi Home Economics Journal Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat International Journal of Advanced Science Computing and Engineering
Noor Fitrihana
Universitas Negeri Yogyakarta
Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Mechanical Engineering Social Sciences Other

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Development of Media Branding on Batik Products for MSME Actors in Kulon Progo Regency Istanti, Hanifah Nur; Kholifah, Nur; Putri, Gina Eka; Triyanto; Fitrihana, Noor
International Journal of Advanced Science Computing and Engineering Vol. 6 No. 2 (2024)
Publisher : SOTVI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/ijasce.6.2.209

Abstract

Batik product marketing techniques are essential to the sustainability of an MSME in Kulon Progo. Various media can be used as a means of marketing. Based on previous research in 2021, the branding media used in the category is quite good, so there is a need to improve and develop the branding media used. This research aims to: (1) design the development of Sembung Batik branding media through an account on Shopee; and (2) Test the feasibility of developing Sembung Batik branding media through an account on Shopee. The research was carried out at Batik Sembung Kulon Progo. This type of research is development research using a 4D model and a quantitative descriptive approach. 4D Design comprises the definition, design, development, and dissemination stages. Three expert lecturers carried out the feasibility test. This research is to: (1). design the development of Sembung Batik branding media through an account on Shopee, which consists of four stages: the definition stage, the design stage, the development stage, and the disseminated stage, which is carried out 3 Shopee live times; and (2). the feasibility level of developing Sembung Batik branding media through an account on Shopee is very suitable for use based on the opinions of 3 experts. Based on this research, the development of branding media using live streaming can be implemented for other branding media so that it can have an impact on MSME branding.
Analisis Pemenuhan TKDN Produk Pada Industri Kreatif Sektor Fesyen, Kuliner, dan Kerajinan DI Yogyakarta Fitrihana, Noor; Brilianti, Grahita Prisca; Suparmanto, Nova
MANAJEMEN IKM: Jurnal Manajemen Pengembangan Industri Kecil Menengah Vol. 20 No. 1 (2025): Manajemen IKM
Publisher : Institut Pertanian Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29244/mikm.20.1.45-54

Abstract

Tingkat Komponen Dalam Negeri (TKDN) adalah instrumen kebijakan yang bertujuan untuk meningkatkan penggunaan komponen lokal dalam proses produksi suatu barang atau jasa. Implementasi dan pemenuhan TKDN dalam industri kecil (IK) khususnya di industri kreatif menghadapi tantangan tersendiri. Kajian ini bertujuan untuk mengukur kesiapan pemenuhan TKDN-IK untuk menjadi mitra pemerintah dalam pengadaan barang dan jasa. Penelitian ini mengevaluasi empat variabel: bahan/ material, tenaga kerja, biaya tidak langsung pabrik, dan biaya pengembangan. Responden dalam penelitian adalah pelaku usaha di industri kreatif pada bidang usaha fesyen, kuliner, dan kerajinan di DI Yogyakarta, dengan penarikan sampel secara purposive sampling. Metode penelitian yang digunakan adalah kualitatif deskriptif. Teknik pengumpulan data melalui studi pustaka, studi lapangan, observasi, dokumentasi, serta FGD. Hasil penelitian menunjukkan bahwa pemenuhan TKDN-IK di sektor fesyen, kuliner, dan kerajinan sudah cukup baik pada beberapa aspek, seperti penggunaan bahan baku lokal dan pengelolaan biaya operasional. Namun, aspek-aspek seperti penyediaan bahan lokal, pelatihan tenaga kerja, keselamatan kerja, serta sertifikasi masih menjadi tantangan yang perlu diperbaiki. Kendala utama yang dihadapi adalah kurangnya informasi, proses administrasi yang rumit, serta persepsi. Untuk mendukung pemenuhan TKDN-IK, diperlukan upaya lebih lanjut dari pemerintah dalam hal sosialisasi, pendampingan, serta penyederhanaan prosedur sertifikasi.
Rancangan Pembelajaran Teaching Factory Di Smk Tata Busana Fitrihana, Noor
Home Economics Journal Vol. 2 No. 2 (2018): October
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.992 KB) | DOI: 10.21831/hej.v2i2.23293

Abstract

Peraturan Pemerintah Republik Indonesia Nomor 41 Tahun 2015  tentang pembangunan sumber daya industri menyatakan bahwa  penyelenggaraan pendidikan vokasi industri berbasis kompetensi harus dilengkapi dengan Lembaga Sertifikasi Profesi (LSP), pabrik dalam sekolah (teaching factory), dan tempat uji kompetensi (TUK). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 tahun 2016 tentang standar proses pendidikan dasar dan menengah menyatakan bahwa salah satu model pembelajaran yang perlu dikembangkan adalah  pembelajaran yang menghasilkan karya berbasis pemecahan masalah (project based learning) disesuaikan dengan karakteristik kompetensi dan jenjang pendidikan.  Kedua peraturan ini menjadi landasan implementasi teaching factory (TEFA) di sekolah menengah kejuruan (SMK). Makalah ini selanjutnya akan membahas tentang rancangan pembelajaran  TEFA di SMK kompetensi keahlian Tata Busana
Teaching Factory Implementation Case Study in Beauty and Make up Competency Rahmawati, Fitri; Fitrihana, Noor
International Journal of Artificial Intelligence Research Vol 8, No 1.1 (2024)
Publisher : Universitas Dharma Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29099/ijair.v8i1.1.1259

Abstract

The teaching factory is a production-based learning model designed to integrate educational environments with real-world industry practices. This model emphasizes collaboration between schools and industries to produce real products and services that are market-ready. By implementing this concept, students gain hands-on experience by directly practicing in laboratories or workshops. These sessions involve producing goods or services that are later sold to consumers, providing learners with practical exposure to the production and business process. The teaching factory concept bridges the gap between theoretical learning and industrial application. Students are not only taught academic content but are also equipped with essential skills for the workforce. This model ensures that they gain industry-relevant competencies, making them better prepared for future careers. Furthermore, it nurtures entrepreneurial skills by exposing students to real market dynamics and business challenges. This study focuses on exploring the implementation of the teaching factory model in SMK PGRI 1 Kudus. A qualitative research approach was employed, using a single case study method to deeply analyze the practice. Data collection techniques included a literature review, in-depth interviews, observations, and documentation. The researchers selected informants responsible for managing the teaching factory program at SMK PGRI 1 Kudus using purposive sampling. These informants provided key insights into the planning, execution, and challenges of the program. The findings of the study reveal that the effective implementation of a teaching factory program relies on three key pillars. First, real business operation is essential. This involves ensuring that the teaching factory simulates actual industry operations, enabling students to understand and engage with real-world production standards and market demands. For instance, products and services created in the teaching factory must meet the quality and pricing standards of the marketplace. This ensures that students grasp the importance of quality assurance and customer satisfaction. Second, a laboratory setting representation of related industries plays a critical role. The laboratory or workshop should closely replicate the conditions, equipment, and processes found in the industries students are being trained for. This alignment helps students familiarize themselves with the tools, technologies, and workflows they will encounter in professional settings. Moreover, such settings encourage a culture of innovation and problem-solving as students tackle tasks similar to those faced by professionals. Third, competence-based pedagogy forms the foundation of the teaching factory. This approach tailors the curriculum to industry standards, focusing on building specific competencies required in the workforce. Teachers act as facilitators, guiding students through experiential learning processes. The pedagogy emphasizes a balance between theory and practice, ensuring that students not only acquire knowledge but also develop the technical and soft skills needed for their chosen careers. In conclusion, the teaching factory model, as implemented in SMK PGRI 1 Kudus, demonstrates how education and industry collaboration can produce graduates who are both competent and competitive. By fostering real business operations, industry-representative settings, and competency-based learning, the program bridges the gap between education and employment, ultimately preparing students to thrive in the workforce.
Co-Authors Anita Volintia Dewi Asi Tritanti Brilianti, Grahita Prisca Fitri Rahmawati Hanifah Nur Istanti Ichda Chayati Kamis, Arasinah Kapti Asiatun M. Adam Jerusalem Mafiroh, Desfina Ningrum, Vaisa Ayu Nova Suparmanto NUR KHOLIFAH Nurdiyanto, Heri Prihastuti Ekawatiningsih Saputri, Ryna Ginanti Eka Ayu Sri Wening Tejo Nurseto Triyanto Wahyu Eka Priana Sukmawaty Widihastuti