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.