Evaluating teaching factory implementation in vocational centers of excellence using the CIPP model: a mixed-methods study

Journal of Counseling, Education and Society September 01, 2026 Volume 7, Number 1 6 authors

Abstract

This study evaluated the Teaching Factory program in three Vocational Centers of Excellence in Binjai City, Indonesia, using the Context, Input, Process, and Product (CIPP) model. A sequential explanatory mixed-methods design combined questionnaire data from the total population of 9 teachers and 128 students, selected through purposive sampling, with interviews, observation, and documentation. Achievement scores were positive for both groups on Context (teachers 82.4%, students 84.6%), Process (83.2%, 77.4%), and Product (81.1%, 79.9%). The clearest divergence emerged on Input: teachers rated resource readiness positively (83.3%), while students rated it the weakest component (69.0%), indicating a gap between policy-level resourcing and field-level experience, particularly in equipment standardization and facility capacity. Qualitative findings converged with this pattern, confirming all three schools remained at an early, competency-fulfilment stage rather than a market-oriented production stage. The program is feasible to continue, provided industrial partnership, input governance, and facility investment are strengthened.

Authors

  1. Safrinanda Harahap

    Postgraduate Program, Faculty of Engineering, Universitas Negeri Padang

  2. Fahmi Rizal

    Postgraduate Program, Faculty of Engineering, Universitas Negeri Padang

  3. Faisal Ashar

    Postgraduate Program, Faculty of Engineering, Universitas Negeri Padang

  4. Yuliana Yuliana

    Postgraduate Program, Faculty of Engineering, Universitas Negeri Padang

  5. Liana Atika

    Department of Building Engineering Education, Faculty of Engineering, Universitas Negeri Medan

  6. Wisnu Prayogo

    universitas negeri medan

Keywords

No keywords available

References

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