Development of a regional potential-based teaching factory instructional package integrated with deep learning for basic mechanical engineering in vocational high school
DOI:
https://doi.org/10.24036/jptk.v9i3.51823Keywords:
learning approach, mechanical engineering education, regional potential, teaching factory, vocational educationAbstract
This study developed and evaluated a regional-potential-based Teaching Factory instructional package integrated with Deep Learning principles for Grade X Basic Mechanical Engineering. Using the ADDIE framework, the package comprised a teaching module, student worksheet, and assessment instruments that embedded mindful, meaningful, and joyful learning across orientation, competency preparation, brainstorming, authentic production, and public presentation. Two expert validators rated the package at 89.06%, while three vocational teachers reported a practicality score of 92.22%, both within the very-high category. Classroom implementation with 30 students showed an increase in mean cognitive scores from 69.50 to 87.10, with a statistically significant pre-test–post-test difference and a normalized gain of 0.613, classified as medium. These findings indicate that the developed package is feasible for classroom use and is associated with meaningful within-group improvement in students' cognitive learning outcomes. The study contributes by operationalizing regional-potential-based TEFA and mindful, meaningful, and joyful learning within a structured vocational instructional package. However, because the evaluation involved one intact class without a comparison group, causal claims are not warranted. Future studies should involve multiple schools, comparison groups, longer implementation periods, and broader outcomes, including psychomotor performance, work attitudes, critical thinking, motivation, and work readiness across diverse vocational education settings worldwide.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. In Library of Congress Online Catalog (pp. 1–35). New York: Longman. https://lccn.loc.gov/00063423
Antika, M. I., Rahayu, A. P., Herdiana, A., & Purnama, A. S. (2026). Integrasi Pendekatan Deep Learning dalam Pembelajaran Kejuruan Berbasis Teaching Factory (TEFA) di SMK Negeri 1 Garut. Jurnal Pendidikan Tambusai, 10(1), 1653–16621653–1662. https://doi.org/10.31004/jptam.v10i1.36293
Branch, R. M. (2009). Instructional Design: The ADDIE Approach (pp. 1–203). Springer New York, NY. https://doi.org/10.1007/978-0-387-09506-6
Chryssolouris, G., Mavrikios, D., & Rentzos, L. (2016). The Teaching Factory: A Manufacturing Education Paradigm. Procedia CIRP, 57, 44–48. https://doi.org/10.1016/j.procir.2016.11.009
Claveria, O. (2021). A new metric of consensus for Likert-type scale questionnaires: an application to consumer expectations. Journal of Banking and Financial Technology, 5(1), 35–43. https://doi.org/10.1007/s42786-021-00026-5
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Imran, I., Marji, M., Suswanto, H., & Adhikari, B. P. (2024). The influence of Teaching Factory (TEFA) implementation and work readiness on vocational high school students' future job perspectives. Jurnal Pendidikan Vokasi, 14(1), 86–96. https://doi.org/10.21831/jpv.v14i1.66796
Knapp, T. R. (2016). Why Is the One-Group Pre-test–Post-test Design Still Used? Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 1–12. https://doi.org/10.3389/fpsyg.2013.00863
Latifa, D. K., Syahril, S., Jalinus, N., & Ridwan, R. (2022). Development of applied technology textbook based on project-based learning from student's regional potentials. Jurnal Pendidikan Teknologi Kejuruan, 5(2), 57–61. https://doi.org/10.24036/jptk.v5i2.27523
Miglani, S., Verma, V., Agrawal, M., Singh, J., & Patel, J. (2026). Competency-based learning as a framework for holistic development of 21st century learners in school education. Discover Education, 5, 1–27. https://doi.org/10.1007/s44217-026-01268-5
Noptario, N., Latifah, A., Irawan, M. F., & Zakaria, A. R. (2025). The Implementation of Deep Learning as an Effort to Realize Transformative Education in Elementary School. Jurnal Ilmiah PGM, 11(2), 109–119. https://doi.org/10.19109/jip.v11i2.30386
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
Rahmawati, S., Prestridge, S., Abdullah, A. G., & Widiaty, I. (2025). Unpacking the digital competence challenge in vocational education: A case from Indonesia. Social Sciences & Humanities Open, 12, 101803. https://doi.org/10.1016/j.ssaho.2025.101803
Rahmawati, Y., Mu’ti, A., Suyanto, S., & Herianingtyas, N. L. R. (2025). Pembelajaran Mendalam: Transformasi Pembelajaran Menuju Pendidikan Bermutu. Jurnal Penelitian Kebijakan Pendidikan, 18(1), 1–16. https://doi.org/10.24832/jpkp.v18i1.1281
Rosidah, R., & Sutirman, S. (2023). Added value of teaching factory learning in services production unit to prepare graduate work readiness. Cakrawala Pendidikan, 42(3), 695–704. https://doi.org/10.21831/cp.v42i3.49137
Rozan, A. D., Syahri, B., Prasetya, F., Fortuna, A., Dwinggo, A., & Rawas, S. (2024). The impact of project-based learning on 21st century skill development of vocational engineering students : A systematic literature review. Journal of Engineering Researcher and Lecturer, 3(3), 189–212. https://doi.org/10.58712/jerel.v3i3.168
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3–4), 591–611. https://doi.org/10.1093/biomet/52.3-4.591
Syahril, S., Wulansari, R. E., Nabawi, R. A., Safitri, D., Kassymova, G. K., Abishev, A. R., Kiong, T. T., & Heong, Y. M. (2024). Student's Regional Potential-based Project: TEFA for Schools in Low Industrial Areas. International Journal on Advanced Science, Engineering and Information Technology, 14(5), 1688–1694. https://doi.org/10.18517/ijaseit.14.5.11673
Triyono, M. B., & Hariyanto, D. (2024). Vocational Education and Training in Indonesia. In International Handbook on Education in Southeast Asia (pp. 387–409). https://doi.org/10.1007/978-981-16-8136-3_30-1
Waskito, Fortuna, A., Prasetya, F., Wulansari, R. E., Nabawi, R. A., & Luthfi, A. (2024). Integration of Mobile Augmented Reality Applications for Engineering Mechanics Learning with Interacting 3D Objects in Engineering Education. International Journal of Information and Education Technology, 14(3), 354–361. https://doi.org/10.18178/ijiet.2024.14.3.2057
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rizki Samudra As Arif, Waskito Waskito, Syahril Syahril, Gulzhaina K. Kassymova
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
