<![CDATA[Vocational high schools (Sekolah Menengah Kejuruan, SMK) prepare graduates for direct employment, yet graduate competencies often fall short of industry requirements. The Teaching Factory (TeFa) brings learning closer to real Production settings. This study evaluated TeFa implementation in the Automotive Engineering Program of a state vocational high school in Jakarta using the CIPP (Context, Input, Process, Product) model. This qualitative evaluation study, supported by descriptive quantitative data, was conducted from May to July 2025. Data were collected through semi-structured interviews with the TeFa coordinator, a five-point Likert questionnaire completed by 17 TeFa students, and documentation. Mean scores were 4.40 for Context (very good), 3.96 for Input (good), and 4.32 for Process (very good). For Product, student goods and services passed quality control by the industry partner and competed on price, quality, and delivery time. Two weaknesses emerged: the absence of teaching materials such as modules or work guidelines, and equipment maintenance, repair, and calibration carried out only after breakdowns. The school should develop industry-standard TeFa modules and adopt a preventive maintenance schedule to strengthen student work readiness.]]>
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