Evaluation of the Implementation of the Teaching Factory Policy Using the CIPP Model at State Vocational High Schools in Pariaman City
Abstract
This study aimed to evaluate the implementation of the Teaching Factory (TeFa) policy in the Culinary Expertise Program at SMK Negeri 2 Pariaman using the Context, Input, Process, Product (CIPP) model. A concurrent embedded mixed-methods design was employed, involving 33 Grade XII students selected through census sampling and five key informants selected purposively. Quantitative data were collected through a questionnaire and analyzed using descriptive statistics, while qualitative data from interviews, observations, and documentation were analyzed through data reduction, data display, and conclusion drawing; both strands were subsequently merged for interpretation. The findings showed that Context (75.13%), Input (74.39%), and Process (74.04%) were categorized as good, whereas Product (78.79%) was categorized as very good. Qualitative evidence corroborated the quantitative results by showing that TeFa supported production-based learning, student involvement in authentic work processes, work readiness, and entrepreneurial development. Nevertheless, implementation remained constrained by limited dedicated production space, insufficient industry-standard equipment, restricted productive-teacher capacity, suboptimal industry partnerships, and underdeveloped digital marketing and evaluation systems. These findings indicate that the CIPP framework provides a comprehensive basis for identifying both strengths and implementation gaps in school-based Teaching Factory policy. Given the study’s single-school scope, reliance on student perceptions, predominantly internal informants, and limited observation and documentation, future research should involve multiple vocational schools and stronger participation from industry stakeholders.
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