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| TEACHING FACTORY LEARNING MODEL |
Implementation Teaching Factory learning model is divided into 4 models. The model is as follows:
The first model, Dual System in the form of field work practice is a vocational learning pattern in the workplace known as experience based training or enterprise-based training.
The second model, Competency Based Training (CBT) or a competency-based training is a learning approach that emphasizes the development and improvement of skills and knowledge of learners in accordance with work needs. In this model, the learner's assessment is designed to ensure that each learner has achieved the required skills and knowledge in each competency unit.
The third model, Production Based Education and Training (PBET) is a production-based learning approach. Competencies that have been understood by learners need to be strengthened and ascertained their skills by providing real product manufacturing knowledge needed by the world of work (industry and society).
The fourth model, Teaching Factory is the concept of industry-based learning (products and services) through school and industry synergies to produce competent graduates with market needs.
The purpose of applying Teaching Factory Teaching Model in Vocational School
• Preparing graduates of Vocational Schools to become workers and entrepreneurs;
• Helping students choose a work field that is compatible with their competencies;
• Growing student creativity through learning by doing;
• Providing skills needed in the world of work;
• Expand the scope of recruitment opportunities for Vocational School graduates;
• Assisting Vocational School students in preparing themselves for manpower, as well as helping to establish cooperation with the actual world of work;
• Provide an opportunity for Vocational School students to practice their skills so they can make decisions about which career to choose.
A harmonious objective of the Teaching Factory Teaching Model is as follows.
• Prepare more professional graduates through the provision of modern manufacturing concepts to effectively compete in the industry;
• Improve the implementation of the Vocational School curriculum focusing on modern manufacturing concepts;
• Demonstrate appropriate solutions to the technological dynamics of integrated enterprise;
• Receive technology transfer and information from the couples industry especially on learners 'and teachers' activities during learning.
Syntax Teaching Factory
On the basis of the above description, syntax The Teaching Factory learning model can use PBET / PBT syntax or can also use the syntax applied in Cal Poly - San Luis Obispo USA (Sema E. Alptekin: 2001) with measures tailored to the competency of expertise:
1. Designing products
At this stage, learners develop new products / recipes or consumer goods / designing contemporary performances by drawing / creating scrip / designing on a computer or manual with data specifications.
2. Make a prototype
Create new product / creations / tester as proto type according to specification data.
3. Validate and verify the prototype
Learners validate and verify the dimensions of the specification data of new prototype / creations / tester made to obtain approval to be produced / staged.
4. Create a mass product
Learners develop jadwaldan number of products / performances in accordance with the time set.
Dadang Hidayat (2011) based on the results of research conducted, developed Teaching Factory learning steps as follows.
1. Receiving order
In this learning step learners act as the recipient of the order and communicate with the provider of orders related to the desired order / service service. An effective and polite communication occurs and records the wish / complaint of the giver of an order as an example: on Smart Phone repair outlet or hotel room reservation.
2. Analyze order
Learners serve as technicians to perform an analysis of the ordering order either in relation to the product / service item in relation to detailed drawings, specifications, materials, processing time and price under supervision of the teacher acting as supervisor.
3. Declare Readiness to work on orders
Learners declare readiness to do the job based on the results of analysis and competence it has to grow motivation and responsibility.
4. Working on orders
Carry out work according to the demands of work specifications that have been generated from the process of order analysis. Students as workers must comply with the work procedures that have been determined. He must adhere to safety and work in earnest to produce work pieces that meet the specifications specified by the buyer
5. Evaluate the product
Perform assessment of workpieces / services by comparing the parameters of workpieces / services generated with parameter data on order specification or specifications on the service manual.
6. Submit an order
Learners submit the order of good workpiece / service after confident all the order specifications have been fulfilled, resulting in productive communication with the customer.
Similarly, the model info learning model Teaching Factory Learning, may be useful.
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