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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.
Tags:
Learning
