Wahyu Ikhsannudin, Yuwono Indro Hatmojo
The objectives of Vocational High Schools (SMK) in preparing and developing human resources seem to contradict the persistent unemployment data each year. Often, students are considered unfamiliar with industry needs. The effectiveness of students in recognizing industrial requirements through the learning process should reflect real-world industry practices. SMK in Industrial Automation Engineering aims to prepare its students for specific fields, requiring efficiency in their educational processes, which should align with the real needs of the industry and the workforce. One aspect of this efficiency is the implementation of the common work culture in the industry and the working world. Vocational education has distinctive characteristics, where practical learning dominates more than theoretical learning. The emphasis on practical skills is intended to equip students with the necessary hard skills for employment in the industry or the workforce. However, there is often a mismatch between the qualifications provided in school and the qualifications required by the industry or the working world. Many Vocational High Schools struggle to integrate industrial work culture into their education due to various factors, including an unprepared workforce to adopt various teaching models and the absence of clear procedures or processes for the Teaching Factory model. To bridge this gap, schools create a learning model that aligns with the qualifications needed by the industry or the working world. With the rapidly evolving industry, industry-based learning, often referred to as the "Teaching Factory," has become a suitable role model for contemporary education. © 2025 American Institute of Physics Inc.. All rights reserved.
Department of Electronics Engineering Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
