Electronic Theses and Dissertation

Teaching Factory (TeFa) merupakan model pembelajaran berbasis produksi yang mengintegrasikan proses belajar dengan kegiatan industri secara nyata di lingkungan sekolah. Hasil observasi dan wawancara menunjukkan adanya beberapa tantangan, salah satunya pelaksanaan TeFa yang masih memerlukan pengembangan agar lebih selaras dengan kebutuhan industri. Penelitian ini bertujuan untuk menganalisis peran, mendeskripsikan pelaksanaan, serta mengidentifikasi faktor pendukung dan penghambat TeFa di SMK Negeri 3 Banda Aceh. Pendekatan kualitatif deskriptif digunakan dalam penelitian ini. Objek penelitian adalah program TeFa jurusan Tata Busana, dengan subjek siswa kelas XII, guru produktif, Waka Kurikulum, dan pihak DUDI yang ditentukan melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa TeFa berperan signifikan meningkatkan kesiapan kerja siswa melalui penguatan hard skills (pembuatan pola, pemotongan presisi, menjahit standar garmen, finishing) dan soft skills (kedisiplinan, tanggung jawab mutu, komunikasi, mentalitas kewirausahaan). Pelaksanaannya telah mengadopsi budaya industri garmen melalui lima tahap: perencanaan bersama, pelaksanaan berbasis SOP, pengendalian mutu ketat (Quality Control), pengelolaan alur kerja terstruktur, dan kolaborasi aktif dengan DUDI. Keberlanjutan program didukung oleh komitmen sekolah, kompetensi guru sebagai supervisor, dan antusiasme siswa. Meskipun menghadapi hambatan berupa keterbatasan mesin garmen khusus dan benturan jadwal pelajaran umum, sekolah menyiasatinya melalui manajemen operasional yang fleksibel seperti sistem kerja dua shift. Kesimpulan penelitian ini menunjukkan bahwa model TeFa di SMK Negeri 3 Banda Aceh berhasil mentransformasi lulusan menjadi tenaga kerja siap pakai dengan mengintegrasikan sistem kerja industri yang kontekstual. Untuk optimalisasi masa depan, direkomendasikan peningkatan investasi pada variasi mesin berspesifikasi industri tinggi, perluasan kemitraan DUDI, serta penerapan sistem jadwal blok agar fokus belajar siswa tidak terpecah.

Kata kunci: Teaching Factory, Kesiapan Kerja, Tata Busana, Pendidikan Vokasi.

Teaching Factory (TeFa) is a production-based learning model that integrates the learning process with real-world industrial activities within the school environment. Findings from observations and interviews indicate several challenges, one of which is that the implementation of TeFa still requires further development to better align with industry needs. This study aims to analyze the role of TeFa, describe its implementation, and identify supporting and inhibiting factors at SMK Negeri 3 Banda Aceh. A descriptive qualitative approach was used in this study. The object of the study was the TeFa program in the Fashion Design department, with the subjects being 12th-grade students, vocational teachers, the Vice Principal for Curriculum, and representatives from industry and business partners (DUDI), selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation. The results indicate that TeFa plays a significant role in enhancing students’ work readiness by strengthening both hard skills (pattern making, precision cutting, standard garment sewing, and finishing) and soft skills (discipline, quality responsibility, communication, and an entrepreneurial mindset). The program’s implementation has adopted the garment industry’s culture through five stages: joint planning, SOP-based execution, strict quality control, structured workflow management, and active collaboration with industry partners. The program’s sustainability is supported by the school’s commitment, teachers’ competence as supervisors, and students’ enthusiasm. Despite facing obstacles such as a shortage of specialized garment machinery and conflicts with the general academic schedule, the school overcame these challenges through flexible operational management, such as a two-shift work system. The findings of this study indicate that the TeFa model at SMK Negeri 3 Banda Aceh has successfully transformed graduates into job-ready workers by integrating a contextually relevant industrial work system. To optimize future outcomes, it is recommended to increase investment in a variety of high-specification industrial machines, expand partnerships with industry and business entities, and implement a block scheduling system so that students’ focus on learning is not divided. Keywords: Teaching Factory, Work Readiness, Fashion Design, Vocational Education.