Implementation of Teaching Factory in Fashion Design Expertise Program at Muhammadiyah Sumowono Vocational School: Supporting Factors, Obstacles and Solutions
DOI:
https://doi.org/10.12928/joves.v8i2.14796Keywords:
Teaching Factory, Vocational Education, Fashion Design, Industrial Partnership, Vocational SchoolsAbstract
This study examines the implementation of the Teaching Factory (TEFA) model in the Fashion Design Expertise Program at SMK Muhammadiyah Sumowono, Central Java. The research aims to (1) describe the planning and implementation of TEFA, (2) identify supporting factors, (3) explore inhibiting factors, and (4) formulate recommendations for improvement. Using a qualitative descriptive design, data were collected through interviews, observations, and document analysis involving teachers, students, and industry partners. Data were analyzed through Miles, Huberman, and Saldana’s interactive model consisting of data reduction, data display, and conclusion verification. The findings show that TEFA planning includes curriculum alignment, partnership development, and facility preparation, while implementation consists of production-based learning, industry-assisted projects, and quality control. Supporting factors include leadership commitment, adequate facilities, and motivated students. Inhibiting factors include inconsistent industry involvement, varied student competencies, and limited marketing capacity. A structured data display presents the emerging themes and supporting evidence. The study concludes that TEFA implementation has progressed but requires stronger industry collaboration, systematic production management, and improved marketing strategies. Recommendations include strengthening long-term partnerships, developing quality standards, implementing mini-industry learning routines, and expanding digital marketing initiatives. This study contributes a context-based TEFA improvement model applicable to similar vocational schools.
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