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All Journal JISIP: Jurnal Ilmu Sosial dan Pendidikan Abdi Masyarakat
Wahyu Nugroho, Setiadi Dwi
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Implementation Level of Teaching Factory in Vocational High Schools in West Java, Indonesia Daryanto, Daryanto; Soeprijanto, Soeprijanto; Nursyahied, Imam; Wahyu Nugroho, Setiadi Dwi; Salsabina, Desti Aulia; Fadillah, Shinta
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 9, No 4 (2025): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (November)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v9i4.9177

Abstract

This study aims to analyze the implementation level of the Teaching Factory (Tefa), identify major challenges, and recommend strategies for its development in vocational high schools in West Java, Indonesia. Teaching Factory is an innovation in vocational education that integrates learning with real production practices based on industry standards. Using a descriptive survey with a mixed-methods approach, this research involved 50 selected SMKs and 200 respondents, including principals, teachers, and students. Data were collected through questionnaires, interviews, field observations, and document analysis. The results show that 20% of schools have fully implemented Tefa, 50% are in partial implementation, 20% are in the early stages, and 10% have not implemented it at all. Key challenges include limited facilities (80%), insufficient operational funding (70%), weak industry partnerships (65%), and low teacher competence in managing production-based learning (50%). Some schools also reported difficulties integrating Tefa into the curriculum due to administrative constraints. Despite these challenges, several success factors were identified: strong school leadership, BLUD status for financial flexibility, collaboration with industry partners, teacher innovation, and use of digital tools. Best practices include structured Tefa management, real project integration into learning, and online product marketing.In conclusion, Teaching Factory has strong potential to improve vocational education quality and relevance. Strategic support is needed to scale successful models, improve infrastructure, train teachers, and strengthen industry-school partnerships. The findings serve as a useful reference for policymakers and vocational education stakeholders.
Training on the Utilization of AI to Create Questions for Teachers in Muara Gembong District Schools Soeprijanto, Soeprijanto; Prihantoro, Constantinus Rudy; Nursyahied, Imam; Wahyu Nugroho, Setiadi Dwi; Salsabina, Desti Aulia; Fadillah, Shinta
Abdi Masyarakat Vol 7, No 2 (2025): Abdi Masyarakat
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/abdi.v7i2.9281

Abstract

The development of artificial intelligence (AI) technology has opened up significant opportunities to enhance efficiency and quality in education, including exam question creation. However, the use of AI by teachers in the Muara Gembong sub-district remains very limited due to a lack of understanding and technical skills. This community service activity aimed to improve teachers' competencies in utilizing AI-based applications such as ChatGPT, Quizizz, and Google Forms to develop exam questions more variably and efficiently.The implementation method included several stages: outreach, initial surveys, module development, hands-on training, as well as mentoring and evaluation. The activity involved 15 teachers from various educational levels in the area. Evaluation was conducted through pre-tests and post-tests to measure the improvement in participants' understanding and skills.The results showed an increase of 10 to 20 points for the majority of participants, reflecting the effectiveness of the module and materials in enhancing their understanding of AI-based question development. The decrease in the percentage of participants scoring below average (<70) from 100% to 70% is a positive initial indicator of improved teacher competency. Despite this significant improvement, 70% of participants still scored below 70. In addition, the training successfully fostered collaborative spirit among teachers in integrating technology into the learning process. This activity demonstrates that with appropriate training and sustained support, teachers in areas with limited access to technology can effectively adopt digital innovations.
Co-Authors Adi Soeprijanto Daryanto Daryanto Fadillah, Shinta Imam Nursyahied Prihantoro, Constantinus Rudy Salsabina, Desti Aulia