Escolar Documentos
Profissional Documentos
Cultura Documentos
Alamat korespondensi: ISSN 2085-4943
Kampus Unnes Bendan Ngisor, Semarang, 50233
E-mail: pps@unnes.ac.id
53
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
54
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
from selling just decreased by electricity cost human resources (teachers/ instructor),
only. (4) Evaluation and monitoring are done by equipment and facility which need to be
the consultant who is also the assessor of the empowered, so that the obstacle is no longer
production unit. This phase means that the unit exist. However, not standard equipment must be
leader is an assessor for his subordinates and considered.
production unit is the assessor of each unit Training activity held by vocational
leader. school sends the students to some industrial
The consultant or assessor gives his areas can’t meet the criteria of practical level to
evaluation to the manager and other increase graduates quality both qualitative and
department. The evaluation from the assessor is quantitative. Some common reasons like (1) the
based on the criteria have been decided before. lack of industry and business to absorb the
Assessor’s final mark is a mark from unit leader, students, (2) limited found, (3) Doesn’t have a
production unit leader, and manager. The mark training center, (4) doesn’t have an experienced
given to the students is a mark after they finish instructor, (5) prejudice trainees will interrupt
doing their job according to competency the production activity, (6) lack of partnership.
standard and skills. The assessment sheet is A high quality education needs education
brought by the students to give to the assessor management which mobilize all resources.
anytime assessment is done. From that case, the Many attempts have been done to improve the
development of TEFA Procom Cakep in school quality so that it can meet the need of
Engineering and Technology must be carried out industry. Even though the curriculum have been
to increase the quality of vocational school made according to the industry need, this is not
(SMK) graduates. enough to create better graduates.
Research and Development approach is The reality shows that vocational school
carried out in order to achieve the research graduates don’t match to market demand
purposes above, through a preliminary study, (Soenarto 2003:16). Huge industries have low
model design development, experiment, and attention to the quality of graduates because
validation. Preliminary study includes these they feel burdened by the trainees in their
following phases; literary study, data gathering, company (Joko 1996:104). The effort to improve
factual finding description and analysis which the vocational school competitiveness is done by
includes; description of TEFA management in the strategy of quality and relevancy
vocational school, (2) description of TEFA development by guiding some vocational
developer group who implements this model, (3) schools whose graduates have national
Arranging TEFA Procom Cakep model, (4) characters to improve local strength, and
Design experiment and effectiveness through compete in global market and also have
FGD to develop and implement TEFA Procom international competitiveness. (Renstra
Cakep effectively and efficiently. Depdiknas 2005: 67-69).
Besides, vocational school quality
REVIEWING REALATED LITERATURE betterment must be carried out to improve skills
competences (standard practices, preventive
Good education needs strong support of maintenance, troubleshooting inspection, and
infrastructure. This may be an obstacle in all modification), knowledge and attitude as a
vocational schools, both public and private would-be employer.
school. Actually, every vocational school has
55
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
Table 1. SMK’s gaps with the Industrial world (June 21, 2008)
SCHOOL INDUSTRIAL WORLD
The work as simulation (practice). Doing the work as order.
The quality of the work is measured by scale of 0 - The quality of work is measured by “accepted –
10. Rejected”
The risk of work is still tolerable. It has a fatal risk, failure and harmful
The time tolerance is rather loose. The utilization time is tight.
The failures are not considered. The delay is considered as loss.
The students’ morale depends on motivation. The work situation and condition boost the
productivity
It’s difficult to form a work ethic. It’s condusive to form a work ethic.
It’s slower in following the development of science It’s slower in following the development of science
and technology. and technology.
(http://yudipurnawan.wordpress.com/2008/06/21/kesenjangan-smk-dengan-dunia-
industri/http://news letter.politeknikaceh.ac. id/? p = 40.)
The graduate’s gaps with the needs and of Central Java continues to encourage the
the employment growth happen because the improvement of service quality in SMK.
policy in vocational education doesn’t have Industry-based SMK which is dependent
strong direction to integrate education and on the existence of industry would worsen when
training towards continouing education. There increasing the number of vocational students
are a lot of vocational education institutions happens. Therefore, in order tomak the existence
which oriented on teaching and assessment to of SMK better, it should build own industry in
achieve the curriculum, not toward the the community around the school as graduate
competence proficiency demanded employment. employment base. The more established
Besides that, the vocational education budget is industries will further strengthen the existence of
still low, so that vocational teacher is being a SMK although through medium industries.
second choice and lack of job opportunities for School-owned industries can be established on
students in industrial practices. the basis of residence where students come, or in
The Department of National Education every village or at least in every sub-district
(Depdiknas) has a program of empowerment closest to the school environment. It is to gain
SMK by increasing the number of SMK, moral support from the local society as well as
improving the quality of SMK, building the capital. Then, the involvement of all
image of SMK in the society. As we know that components of the school (teachers, students,
Depdiknas program in 2015, the comparison and the society) is needed to be grown. As a real
between SMA and SMK is 70 : 30 for the desription, the teachers who lived near from the
number of schools and the number of students location are involved in the management and
with the total SMK/SMA students in Central procurement of raw materials, the local society
Java 1,107 : 864 or 52.87 : 47.32 percent , and (students’parents) are involved in the provision
the ratio of the number of SMK : SMA 420,192 : of places , the schools involved in the provision
371,326 or 52.7 : 47.3 percent. From 1,107, only of equipment and students are involved in
5% of SMK has SMM ISO certification production process. If this process goes well,
nationally. It means that there are only 221 then there will be a lot of benefits that can be
SMK and 72 are in Central Java and only 39 obtained: 1) it can accommodate labor of
outstanding SMK which has complete HRD graduate of that school, 2) it can be used as
facilities with the site of competency test (TUK). students industrial work practice so that
Therefore, the Provincial Education Department schedule setting of industrial practice is more
56
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
flexible because it is not dependent on other form of data presentation. Similarly, the level of
industry, 3) it can help to grow the economy of applicability was analyzed by descriptive
the society around the school, region, and qualitative manner.
nation, 4) it can increase the level of welfare of
the school communit , 5 ) it can build a society DISCUSSION
of entrepreneurial spirit, and 6) it can promote
cooperation between schools and society. The One of the programs initiated by the
program of increase the number of SMK in government through the Department of
term of expanding access, improving quality and Education is organizing Teaching Factory
public image can be realized well, if the learning program in Vocational Education. Teaching
in SMK can conduct a business appropriate with Factory is an industrial-based approach in the
reality (not a simulation only) through good process of learning in vocational schools. It
TEFA management. means that that the school will do the planning ,
execution , and product control in accordance
RESEARCH METHOD with the real standard of industry.
From the explanation above, it can
This study used research and development concluded that TEFA management is a
approach. This procedural model adapted management system of industrial-based teaching
research and development model of Borg and which implemented in schools professionally
Gall (1983:775-6). This study was implemented with planning, organizing, preparation of
to produce a development model of TEFA. The personnel, guidance, and good supervision to
first step was describing the management of produce a product in accordance with the
TEFA in SMK and determining a potential industrial standards. There are some important
developer group of SMK to participate in the reasons why the learning in school using
concept of arrangement on management model Teaching Factory is necessary. They are (1) it
of TEFA SMK. Based on the description of the can improve the competence of teachers and
findings, the next step was developing a tentative students, (2) it can encourage the creation of
model of TEFA management and implementing quality culture in schools, (3) it can create a
the management model of TEFA in SMK. This industrial culture in school, (4) diversification of
research was carried out in several vocational financial resources in school, (5) a place for
schools in Semarang city. The subjects were a students’ and teachers’ creativity and
group of TEFA developers (principals, teachers, innovation, (6) a means to develop the
stakeholders) with a purposive manner. The data entrepreneurship in schools, (7) an internship
collection in this study were grouped into two and shelter graduates who have not got a job yet
stages: the first was a preliminary study and in industry or business world.
development. The second was the testing phase The Central Java policy to encourage the
and the influences. In preliminary study and development of Teaching Factory in vocational
development, this research used technique of schools are part of an effort to improve the
questionnaire, observation and documentation, quality, competence , and readiness of students
and also the study of literature. In the testing to enter the workforce. It can sustain a policy of
phase and the influences, it used observation and the Governor of Central Java in making
questionnaire as the basic data collection. democracy-based development as priority. By
The data analysis is a descriptive data the same token, the Central Java government
(mean, median, mode ) which is then interpreted through the Department of Education has
qualitatively. The process and result of the provided financial assistance to the best
design development is conducted in a peer-group vocational schools both public and private to
analysis and expert judgment. The test result and develop the Teaching Factory according to their
the influnces analysis is descriptive results in the potential. However, Teaching Factory program
57
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
is expected not only developed in vocational with Teaching Factory program on motorcycle
schools receiving financial assistance from the assembly in cooperation with PT. Kanzen motor
Ministry of Education and Culture or the Jakarta in 2010 and being assembled at SMK
Central Java government, but also the whole Negeri 1 Semarang. In 2011, this school is
SMK especially in Central Java as an effort to believed to assemble “Turangga” car, and ( 3 )
improve the quality of graduates. Institutionally, SMK Negeri 4 Semarang by developing
Teaching Factory or Teaching Industry can be Teaching Factory on manufacturing appropriate
implemented in the form of production unit or technology designed and manufactured by
other forms that do not conflict with the machining expertise, automotive services,
applicable rules and regulations, and integrated Audio, and LCD.
in learning activities or outside of learning. In order to make the Factory Teaching
Organizing and mechanism in each program run well, focus, measurable, and
school might be different. It happens because the accountable, it’s required a standard guideline
character of the product as well as the situation management scheme in the implementation of
and environmental conditions are different. Teaching Factory in vocational schools so that
Therefore, it nesessary to arrange a guidebook of the schools will have a standard scheme in the
Teaching Factory implementation so that the process of developing , organizing, mechanism
implementation is in line with expectations. and rules, reporting, monitoring and evaluating
Teaching Factory Procom Cakep program for accountability and responsibility. Vocational
which were implemented by SMK must be School with professional Teaching Factory has
accordance with the vocational skills program. development opportunities, which participate in
Among of them are: (1) SMK Negeri 7 helping to reduce poverty, especially if
Semarang has been implementing Teaching supported by creative businessmen and have a
Factory assembly computer area with the brand resistance to the change. Therefore, SMK
of SMK-Zyrek in cooperation between the through TEFA need to make efforts which are
Director of Vocational Education Development able to develop the culture of creating
- General Directorate of Primary and Secondary opportunities and take advantage of the situation
Education Management – National Education more creatively. This method is adopted to
Department and the Director of PT. Zyrexindo encourage the students to utilize their knowledge
Mandiri Buana No. 0769/C5.4/ Kep/KP/2008. and skills to develop the business, so that the
The cooperation between SMK Negeri 7 students can work, continue their study or
Semarang and PT. Zyrek aimed to develop become an entrepreneur.
teaching factory in the field of computer The implementation guidelines of Factory
assembly factory in SMK to meet the shortage of Teaching in SMK in Central Java particularly
laboratory equipment in vocational practice, need a standard scheme in the process of
especially for computer subject through National developing, organizing and reporting
Budget (APBN) 2009, and the procurement of mechanism, monitoring and evaluating in the
laptop/ SMK - Relion net-book for teaching and context of accountability and responsibility, so
learning activities through the assembly at SMK that the activities of Teaching Factory in SMK
in 2010 based on the allocation of APBN the can give a real contribution to the advancement
Directorate of Vocational Work Unit, General of SMK, then it can encourage the success of
Directorate of Primary and Secondary Central Java as vocational province.
Education Management No. Management and development guidelines
2724/C5.4/Kep/KU/2010 dated October 13, of Factory Teaching in SMK can provide
2010. The Implementation of aid programs direction, a real contribution in achieving the
through teaching factory computer assembly is educational goals, particularly vocational
expected to be able to increase the competence education. Besides that, it’s also expected to be a
of the learners. (2) SMK Negeri 1 Semarang guide of stakeholders in fostering, monitoring
58
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
59
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
them a clear description and diagram. Any external function in the context of performance
changes to the policies and procedures are assessment on accountability in TEFA aid
clearly given to them to ensure the quality, cost, management. M & E are programmed, planned,
and production time (Dikmenjur, 2007). To and continued activities. Therefore, M&E
prevent the finished products become defects, it activities of TEFA must be implemented,
is needed to do routine check procedure in the developed, and evaluated.
process, proper planning, good engine
maintenance and motivation for production/ CONCLUSIONS
service workers.
Teaching Factory management must be 1. TEFA management model in SMK is
able to oversee the production and delivery time appropriate with the needs of business and
of goods to customers. If the Teaching Factory is industry formulated and tested together with the
unable to keep its promise to the customer, time model group (teachers, SMK management, and
by time, Teaching Factory will lose customers stakeholders/ industrial world).
and buyers and it will be eventually bangkrupt. 2. Document of Guidelines of TEFA
Before starting production, it’s better to Management in SMK is appropriate with the
think first about “who is going to buy the needs of business and industry formulated and
product or service?”, or in the term of business, tested together with the model group (teachers,
it can be said “who is our market target”. SMK management, and stakeholders/ industrial
Market is a place for consumers who will buy world) and feedback group. TEFA can be
some products/ services produced by a effectively and efficiently implemented.
company. The market target of bookstores are
students/ student college. And record REFERENCES
companies are those who love music, and so on.
Marketing is an activity undertaken to sell Borg, Welter R. Dan Meredith D. Gall. 1983.
the product as the market expected. Activities in Education Research: An Introduction. New York
marketing include product planning, price dan London: Logman.
determining, distribution and promotion. These Depdiknas, 2003. UU RI No 20 Tahun 2003 tentang
SISDIKNAS. Depdiknas, 2005. PP No 19
are well-known by the acronym 4P: Product,
Tahun 2005 tentang Standar Pendidikan
Price, Place and Promotion.
Nasional
System and Reporting Mechanism is Depdiknas, 2006. Restra Kebijakan Pendidikan
divided into two kinds, namely internal and Nasional.
external reporting. Internal reporting is Djojonegoro, Wardiman. 1993. “Sistem Pendidikan
conducted for a good organization and Nasional dalam Undang Undang No.2 Tahun
businesses. Monitoring can be handled by the 1989 dan upaya penguasaan ilmu pengetahuan dan
commissioner. Internal reporting mechanism is teknologi” sciences Nomor. 19 hal 1-25 Universitas
used for all providers in Teaching Factory either Merdeka Malang.
Disnakertrans, 2007. Strategi Pengembangan
with facilities given by the Provincial Education
Kerjasama Luar Negeri Untuk Magang Dan
Department or not yet. And external reporting is
Rekruitmen Tamatan SMK. Litbang
for accountability to the aid provider (the Disnakertrans Semarang.
Provincial Education Department) on Hisrich, Robert, D., & Peters, Michael, P. 2002.
development of Teaching Factory. Enterpreneurship. Fith Edittion. New York: Mc
The TEFA monitoring and evaluation is a Graw-Hill Irwin.
monitoring service to TEFA management in IGI. 2007. Brosur IGI Jakarta.
order to do the duties and functions better and in Kirkpatrick, D.L.1998. Evaluating The Programmes:
good quality. The basic function of monitoring The Four Levels. San Francisco: Berrett-Koehler
Publisher, Inc.
and evaluation (M & E) is effort to improve or
fix the clinical TEFA performance internally and
60
M.Burhan R Wijaya dkk / The Journal of Educational Development 2 (1) (2014)
Mantja, W. 2008. Profesionalisme Tenaga Kependidikan Stoner, J.A.F & Freeman, R.E. 2000. Manajemen.
Manajemen Pendidikan dan Supervise Pengajaran. New Jersey: Prentice-Hall International
Malang: Elang Emas. Edition
Nolker dan Schonfeld. 1983. Pendidikan Supraptono, Eko ( 2000. Pengembangan Model Unit
Teknologi dan Kejuruan.Jakarta:Angkasa. Produksi SMK Bidang Rekayasa untuk
Panjaitan, D: 2003, Modul Production Based Penyiapan Tenaga Kerja Terampil. Laporan
Training, Dirjen Dikdasmen, PPGT PenelitianHibah Bersaing VII. Jakarta:
Bandung Dp3M,Dikti, Depdikbud.
Robbins, Stephen P and Judge,Timothy A. 2009. Sisjono. 2002. Modul Penerapan CBT Secara
Organizational Behavior.13Th Edition. New Konsisten Di SMK, Dirjen Dikdasmen, PPGT
Jersey: Pearson Education Inc. Bandung
Sallis, Edward. 2008. Total Quality Management in Sugiyono.2009. Metode Penelitian Pendidikan (Pendekatan
Education: Manajemen Mutu Pendidikan. kuantitatif, kualitatif,
Ircissod, Yogyakarta, Cetakan 8; 2008. dan R & D). Bandung: Penerbit Alfabeta.
Sugiyono, 2003. Profesionalisasi Manajemen Pendidikan Terry, G.R. 2003. Prinsip-Prinsip Manajemen. Jakarta:
Kejuruan di Indonesia. Pengukuhan guru besar Bumi Aksara.
UNY. Usman, Husaini. 1998. Manajemen Diklat. Bandung: CV.
Sisjono, 2002, Modul Penerapan CBT Secara Alfabeta.
Konsisten Di SMK, Dirjen Dikdasmen, Winarno. 1995. Model sekolah Produksi : Kasus
PPGT Bandung Sekolah Menengah Teknologi Industri Kayu
Samsudi dan I Made Sudana (2001). Pengembangan Pendidikan Industri Kayu Atas (STMIK
Kelompok Usaha Bersama (KUB) Industri PIKA) Semarang. Thesis. Jakarta: Program
Kecil Menengah (IKM) Logam di Jawa Pasca Sarjana IKIP Jakarta.
Tengah untuk Mendukung Pelaksanaan www.pdkjateng.go.id
Pendidikan Sistem Ganda (PSG). Laporan www.moodle.com, flearn.uksw.edu
Penelitian Domestic Collaborative Research Grant. http://bse.depdiknas.go.id
Jakarta: Proyek URGE, Dikti, Depdiknas. ISO 9001:2008
61