IMPLEMENTATION OF TEACHING FACTORY TO IMPROVE THE SKILLS OF VOCATIONAL SCHOOL TEACHERS IN VISUAL TECHNOLOGY-BASED INTERACTIVE LEARNING DESIGN AT SMK KEBANGSAAN PONDOK AREN
Abstract
This Community Service activity aims to socialize the concept of Teaching Factory to teachers at SMK Kebangsaan Pondok Aren, South Tangerang, with the aim of improving their understanding and skills in implementing learning models that are in accordance with industry needs. This activity involves training on the use of visual design technologies such as Canva to help teachers create more interactive and relevant learning materials. The methods used include concept presentations, hands-on training, and evaluation through pre- and post-test questionnaires to measure the effectiveness of the program. The results of the activity showed an increase in teachers' understanding and skills in implementing the Teaching Factory and utilizing visual technology. However, infrastructure constraints and limited resources are the main challenges faced. This activity concluded that more intensive collaboration with the industry and infrastructure support from the government is needed to ensure the implementation of the Teaching Factory runs optimally. Further development is recommended through further training and facility upgrades to produce a broader and sustainable impact.
Downloads
References
Alsuwaida, N. (2023). Canva as Web-Based Instructional Tool: Use of Learning Technologies in Graphic Design Projects of Students with Speech Disorders. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 7(2), pp. 1–26. https://advance.sagepub.com/articles/preprint/Canva_as_Web-Based_Instructional_Tool_Use_of_Learning_Technologies_in_Graphic_Design_Projects_of_Students_with_Speech_Disorders/23260982
Cornish, K., Goodman-Deane, J., Ruggeri, K., & John Clarkson, P. (2015). Visual accessibility in graphic design: A client-designer communication failure. Design Studies, 40, pp. 176–195. https://doi.org/10.1016/j.destud.2015.07.003
Eshet-Alkalai, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era. Journal of Educational Multimedia and Hypermedia, 13, pp. 93–106.
Gao, Y. (2022). Feature Extraction Technology-Guided Visual Communication Design for Folk Paper-Cutting. Scientific Programming, 2022. https://doi.org/10.1155/2022/3210054
Lin, S. Y., Juan, P. J., & Lin, S. W. (2020). A tam framework to evaluate the effect of smartphone application on tourism information search behavior of foreign independent travelers. Sustainability (Switzerland), 12(22), pp. 1–15. https://doi.org/10.3390/su12229366
Mohamed, E. A. S., Ali, M. A. O., & Mohamed, M. H. A. (n.d.). The Communicative Dimension of Graphic Design Elements -Such as Infographics. Brazilian Journal of Science. https://doi.org/10.14295/bjs.v2i7.283
Novianti, N., & Dewi, N. (2023). Upaya Meningkatkan Computational Thinking dalam Pembelajaran IPA melalui Penerapan Aplikasi Canva. Report of Biological Education, 4(1), pp. 32–46.
Olatunde-Aiyedun, & Hamma, H. (2023). Impact of Artificial Intelligence (Ai) on Lecturers’ Proficiency Levels in Ms Powerpoint, Canva and Gamma in Nigeria. Horizon: Journal of Humanity and Artificial Intelligence, 2(8), pp. 1–16.
Kim, S., et al. (2016). Factors affecting stickiness and word of mouth in mobile applications. Journal of Research in Interactive Marketing, 10(3). https://doi.org/10.1108/JRIM-06-2015-0046
Wijayanti, E. (2022). Teaching English by Using Canva: Students’ and Lecturers’ Voice. ENGLISH FRANCA : Academic Journal of English Language and Education, 6(2), pp. 411-428. https://doi.org/10.29240/ef.v6i2.5709
