LEARNING INNOVATION THROUGH TEACHING FACTORY: A SYSTEMATIC LITERATURE REVIEW (SLR)

Falah Falah; Ricky Cahyasari Putra; Ikhsanudin Ikhsanudin

doi:10.17509/jmee.v12i2.88805

LEARNING INNOVATION THROUGH TEACHING FACTORY: A SYSTEMATIC LITERATURE REVIEW (SLR)

Falah Falah, Ricky Cahyasari Putra, Ikhsanudin Ikhsanudin

Abstract

Vocational High Schools (SMK) play a crucial role in preparing skilled workers; however, graduates still face a competency gap compared to industry demands. Data from the Central Bureau of Statistics (2025) indicates that SMK graduates contribute to the highest unemployment rate among all education levels, driven by curriculum misalignment, limited internship opportunities, inadequate facilities, and teachers’ lack of mastery of emerging technologies. Teaching Factory emerges as an innovative learning model that integrates theoretical knowledge with industry-based practice. This article employs a Systematic Literature Review (SLR) guided by the PRISMA framework, analyzing 13 selected articles published between 2021 and 2025 to identify implementation patterns, supporting and inhibiting factors, and an ideal development model of Tefa in SMKs. The findings reveal that Teaching Factory implementation generally follows three main stages: planning, execution, and evaluation. Supporting factors include adequate infrastructure, competent teachers, strong collaboration with industry, and institutional support. Conversely, barriers consist of limited understanding of the Tefa concept, insufficient industry-standard facilities, weak government support, and unsustainable production orders. This study recommends an ideal Tefa model encompassing strategic planning, organized management, real production-based learning, continuous evaluation with quality control, active industry partnerships, and strengthened entrepreneurial approaches. Proper implementation of Tefa has the potential to bridge the gap between vocational education and the world of work.

Keywords

Teaching Factory; SMK; SLR PRISMA

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DOI: https://doi.org/10.17509/jmee.v12i2.88805