Teaching Factory-Based Learning and its Impact on Students’ Employability Skills
Keywords:
vocational scholls; teaching factory; employability skills; practical learning, business and industrial worldAbstract
Vocational schools aim to equip students with the knowledge and skills needed to compete in the job market. However, the high unemployment rate among vocational high school graduates has demonstrated the ineffectiveness of learning in vocational schools. The implementation of teaching factory-based learning in vocational schools was theoretically expected to strengthen students' employability skills, which consist of seven indicators: fundamental skills, essential skills, workplace skills, twenty-first century skills, learning and innovation skills, information media and technology skills, and life and career skills. This study used a longitudinal approach to analyze the development of students' employability skills after being involved in teaching factory-based learning for five semesters. The population in this study were students from three public vocational high schools in East Java, Indonesia. Proportional random sampling was used to determine the sample size. Descriptive analysis was used in this study to describe the development of students' employability skills. Meanwhile, multivariate analysis was used to determine the most effective teaching factory-based learning model in strengthening students' employability skills. This study found that students’ involvement in teaching factory-based learning for five semesters significantly improved employability skills. The most effective learning models for sequentially strengthening students' employability skills are dual systems, industry-based learning, production-based education and training, and competency-based training. This study recommends that vocational schools intensify practical learning as a key for strengthening graduates' employability skills. Furthermore, schools should strengthen collaboration with businesses and industry to implement TEFA-based learning more effectively.
https://doi.org/10.26803/ijlter.24.12.10
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