The Effectiveness of An Industry-Based Teaching Factory Model in Improving Machining Competence, Technical Creativity, and Work Readiness among Vocational High School Students

Abstract

This study aims to analyze the effectiveness of the Industry-Based Teaching Factory Model in improving machining competence, technical creativity, and work readiness of Mechanical Engineering Vocational High School students in City X. The study used a quantitative approach with an experimental method and a one-group pretest-posttest design. The study sample consisted of 138 students from four Mechanical Engineering Vocational High Schools, namely State Vocational High School A, State Vocational High School B, State Vocational High School C, and State Vocational High School D. Data were collected through competency tests, practical assessments, and technical creativity and work readiness measurement instruments. Data analysis was performed using IBM SPSS Statistics through descriptive statistics, normality tests, and paired sample t-tests. The results showed that after the implementation of the Industry-Based Teaching Factory Model, students experienced improvements in the three aspects studied. This model is effective in strengthening machining competence through production experiences that refer to industrial standards and procedures, developing technical creativity through problem solving and developing alternative solutions, and increasing work readiness through habituation of discipline, responsibility, cooperation, adaptation, and industrial work culture. Thus, the Industry-Based Teaching Factory Model can be an effective vocational learning approach in strengthening the connection between the learning process in vocational schools and industrial demands and supporting the formation of competent, creative, adaptive Mechanical Engineering graduates who are ready to enter the world of work.