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All Journal Jurnal VARIDIKA IEC: Journal of Educational Innovation
Achmad Ardiansyah
Universitas Indraprasta PGRI
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALYSIS OF THE READINESS FOR EDUCATION 4.0 TRANSFORMATION IN INDONESIA AND TÜRKIYE Luthfi Fadilah; Achmad Ardiansyah
IEC: Journal of Educational Innovation Vol 1 No 1 (2025): Desember
Publisher : PT Cendekia Education Center

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Abstract

This article examines the readiness of Education 4.0 transformation in Indonesia and Türkiye through a comparative qualitative literature review. Education 4.0 emphasizes the integration of digital technology, innovative pedagogy, and the development of 21st-century skills in response to the challenges of the Industrial Revolution 4.0. Employing a descriptive qualitative approach with library research methods, this study analyzes national and international literature published between 2020 and 2025 to identify patterns of curriculum policy, technology integration, and teacher readiness in both countries. The findings indicate that Indonesia and Türkiye share common structural challenges, particularly related to unequal access to technological infrastructure and varying levels of teacher readiness across regions. At the same time, differences emerge in policy orientation and implementation strategies, where Indonesia places greater emphasis on curricular flexibility and pedagogical reform through the Merdeka Curriculum, while Türkiye prioritizes large-scale national technology initiatives, such as the Turkish Century Education Model, the FATİH Project, and the Education Information Network (EBA), to support digital learning. The study concludes that both countries remain in a transitional phase toward Education 4.0, and that a more integrated alignment between curriculum reform, teacher capacity development, and technology provision is essential to strengthen sustainable pedagogical transformation in developing country contexts.
The The Implementation of Teaching Factory in Vocational Education: A Systematic Review Dede Syukrillah Rifai; Achmad Ardiansyah; Aliya Izet Begovic Yahya; Riska Fitriyani
Jurnal VARIDIKA Volume 38 No 1, April 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.
Co-Authors Aliya Izet Begovic Yahya Dede Syukrillah Rifai Luthfi Fadilah Riska Fitriyani