The role and function of teaching factory and technopark for improving the competence of vocational school
2.3. The role and function of teaching factory and technopark for improving the competence of vocational school
graduates According to (Singh, 1998) the
principle of school enterprises can be interpreted as serving a variety of economic, educational and social objectives. There are three main functions of teaching factory implementation at SMK as follows: (a) The Academic Functions include: The students learn directly as well as in industrial and developing himself, for example through; managerial ability, accounting, leadership, creativity, character formation, work culture, motivation, and work ethic. (b) Economic Functions include: become a business unit which is the source of funds for schools, into business units to improve the welfare of the school community; and provider of jobs for people in schools and surrounding communities. (c) Social functions include: Improve the performance of schools in the people so that will be the pride of the school community and Increasing public confidence, workplace, and industry on the quality of vocational school graduates.
Based on the explanation there are three fundamental things that become the primary function technopark and teaching factory at vocational high school are as a academic, economic, and social function. Teaching factory at vocational high school is the thing that distinguishes it from Junior High School (SMU), as an academic function technopark and teaching factory is expected to be a means of research and hands‐on training for teachers and students in the business world in order to become independent and successful man. In technopark and teaching factory students can learn a lot of things they need for development for example through managerial ability, leadership, creativity, character formation, work culture, motivation, and work ethic. As the economic function of teaching factory and technopark as business units can be a source of funds for schools, and became a business unit. Profits used to help finance education and improve the welfare of the
school
community
(headmaster, employees,
teachers,
and students). Technopark and teaching factory may improve the performance of SMK and appeal to the public so that the opportunity to develop SMK will be easily.
Fig. 8 Triple Helix of Teaching Factory and Technopark Implementation
The goal of the Technopark in vocational high school are to create a permanent link between school, industry/ business/financial,
and
government.
Technopark tried to combine ideas,
innovation, and know‐how of vocational high school and financial ability (marketing) of the business world. It is expected from this merger can improve and accelerate product development and reduce the time required to innovation, and know‐how of vocational high school and financial ability (marketing) of the business world. It is expected from this merger can improve and accelerate product development and reduce the time required to
own jobs through entrepreneurship. Whereas between SMK and industry, resulting in
social competence is when vocational school clustering and critical mass of researchers
graduates have the knowledge and skills and and companies. This makes the company
adequate economic performance it is easy to become stronger. Collaboration pattern A‐B‐G
get a place in society, wherever they are
(Academia‐Business‐Government) an
optimum for Indonesia in the early stages
REFERENCES
triple helix is a model that puts the Alptekin, S. e. (2001). Teaching factory. government as an element which has a
American Society for Engineering dominant role. In this model, an initiative of
Education Annual Conference and scientists and researchers (bottom‐up)
Exposition. San Luis Obispo: Cal Poly. received support from the government (top‐
Arie Wibowo Kurniawan, dkk. (2016). Grand down) to jointly hold the industry to develop
Design Pengembangan Teaching Factory new products are innovative. But then the
dan Technopark di SMK. Jakarta: government's role is expected to be reduced
Dit.PSMK Kemendikbud. in line with the development of ICT
Arizona. ( 2003). Work‐Based Learning Technopark.
Resorce Gude. West Jefferson Arizona Triple‐Helix Model (Fig. 8) Innovations
State University: Lynne Bodman Hall. is introduced by Etzkowitz and Leydersdorff.
BPS Provinsi Sulawesi Selatan (2016); This model emphasizes the role and the close
Keadaan Ketenagakerjaan Sulawesi relationship between the three actors, namely
Selatan Februari 2016. Berita Resmi the government, industry and SMK. SMK
Statistik No. 28/05/73/Th. X, 4 Mei position in Technopark can be a vocational
technical leader in the implementation of the Chryssolouris, P. G. (2015). The European knowledge‐based economy, while the NIS
Teaching Factory Paradigm . University (National Innovation System) emphasized the
of Patras, Greece : Laboratory for importance of the company's role in
Systems and innovation. Setting back relations ABG in
Manufacturing
Automation .
Triple‐Helix is the result of expectations on Dadang Hidayat Martawijaya (2012); the level of communication and networking.
A Teaching Factory Learning Relationships that appear in the
Developing
Model To Improve Production Triple Helix, generally stems from efforts to
Competencies Among Mechanical solve problems and generate strategies
Engineering Students In A Vocational when facing problems in innovation, rather
Senior High School. Journal of Technical than determined from a certain pattern.
Education and Training (JTET), UTHM Through this interaction process changes
Malaysia
will occur actors and the roles that they do. Dit.PSMK. (2015). Konsep Teaching Factory. Thus, the pattern of triple‐helix innovation is
Jakarta: Kementerian Pendidikan dan dynamic with the time change.
Kebudayaan. Mourtzis, D., Chryssolouris, G., Mavrikios, D.,
III. CONCLUSION
& Papakostas, N. (Jun 2013). On By implementing a teaching factory and
industrial learning and training for the technopark in SMK there are three main fields
factories of the future: a conceptual, of competence that can be acquired by
cognitive and technology framework. vocational school graduates are: Academic,
Journal of Intelligent Manufacturing, Economic, and Social. Academic competence
Vol. 24 Issue 3, p473‐485. 13p. . in the form of knowledge and skills are
PMPTK Depdiknas. (2007). Pedoman always up to date with the needs workplace
Manajemen Teaching factory/Jasa and industry; motivation, managerial, and
sebagai Sumber Belajar Siswa dan others. Competence of graduates in the field
Penggalian Dana Pendidikan of economics that vocational school graduates
Persekolahan. Jakarta: Depdiknas. will be able to improve their economic level
Rusnani. (2012). Pelaksanaan Teaching Sukardi. (2014). Evaluasi Program Pendidikan factory pada Sekolah Menengah
dan Kepelatihan. Jakarta: PT. Bumi Kejuruan Negeri kelompok Bisnis dan
Aksara.
Manajemen. Jurnal Pendidikan Vokasi, Trilling, B., & Fadel, C. (2009). 21st Century 338‐354.
Skills. . USA. USA: Jossey‐Bass. Sema E. A, Reza P. & Patricia M, (2001)
UNESCO. (1996). Learning: the Treasure Teaching Factory , Proceedings
Within, 1996. Report to UNESCO of the American Society for Engineering
International Comission on Education Education Annual Conference &
for the Twenty‐first Century. The Exposition
Australian National Commission for Singh, M. (1998). School Enterprises:
UNESCO: UNESCO.
Combining Vocational Learning with
Djojonegoro. (1998). Production. Germany: The International
Wardiman
Pengembangan SDM melalui SMK. Project on Technical and Vocational