Systematic Management of Character Education to Enhance Student Discipline Through School-Industry Collaboration
DOI:
https://doi.org/10.56916/jirpe.v5i1.2622Keywords:
Character education management, discipline, vocational education, school-industry collaboration, CIPP evaluationAbstract
The Fourth Industrial Revolution demands vocational graduates possess strong discipline alongside technical competencies, yet 25% experience employment difficulties due to weak work ethic rather than skill deficiencies. This qualitative multiple case study examined character education management at SMKN 1 Pangandaran and SMKS Taruna Bangsa Ciamis through observations, interviews, and document analysis. Data were analyzed using Miles and Huberman's framework with triangulation for validity. Management functions operated systematically: planning established four discipline indicators (punctuality, SOP/safety compliance, task responsibility, professional communication); organizing created cross-functional coordination with clear role delineation; implementation combined school-based habituation through Teaching Factory with authentic industrial practice during internships; evaluation employed the CIPP model using rubrics, logbooks, and industry reports. Punctuality improved from 68% to 89%, and safety compliance increased from 72% to 94% during internships. Barriers including teacher preparation gaps, cultural differences, and short internship duration were addressed through professional development, graduated transitions, and standardized assessment instruments. Findings demonstrate that systematic management frameworks effectively bridge school-industry contexts for discipline formation. The study extends social learning and experiential learning theories into vocational character education, providing actionable practices for educators and policymakers while identifying needs for longitudinal research and exploration of higher-order professional competencies.
References
Agwa-Ejon, J. F., & Pradhan, A. (2017, April). The impact of work integrated learning on engineering education. In 2017 IEEE Global Engineering Education Conference (EDUCON) (pp. 1258-1265). IEEE. https://doi.org/10.1109/EDUCON.2017.7943009
Azizah, D. N., Muslim, S., & Cholik, M. (2021). The correlation of industrial work experience and soft skills on work readiness of graduated of vocational high school. International Journal for Educational and Vocational Studies, 3(4), 248-255. https://doi.org/10.29103/ijevs.v3i4.3018
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Borrageiro, K., & Mennega, N. (2023). Essential skills needed in the fourth industrial revolution (4ir): a systematic literature review. In 2023 IST-Africa Conference (IST-Africa) (pp. 1-13). IEEE. https://doi.org/10.23919/IST-Africa60249.2023.10187815
Bühler, M. M., Jelinek, T., & Nübel, K. (2022). Training and preparing tomorrow’s workforce for the fourth industrial revolution. Education Sciences, 12(11), 782. https://doi.org/10.3390/educsci12110782
Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. Random House.
Diwangkoro, D. H., & Soenarto, S. (2020). Development of teaching factory learning models in vocational schools. In Journal of Physics: Conference Series (Vol. 1456, No. 1, p. 012046). IOP Publishing. https://doi.org/10.1088/1742-6596/1456/1/012046
Dwijayanthi, K. D., & Rijanto, T. (2022). Implementation of teaching factory (TEFA) in vocational school to improve student work readiness. Journal of Vocational Education Studies, 5(1), 61-71. https://doi.org/10.12928/joves.v5i1.5922
Dwiyanti, V., & Ridwan, D. (2024). Industry and vocational school collaboration: preparing an excellent and industry-needed workforce. https://www.voced.edu.au/content/ngv:101049
Fatmawati, K., Kusdiyanti, H., & Sumarsono, H. (2023). The effect of entrepreneurial education and experiential learning on entrepreneurial intention mediated by teaching factory (TEFA). International Education Trend Issues, 1(2), 285-301. https://doi.org/10.56442/ieti.v1i3.287
Fayol, H. (1949). General and industrial management. Pitman Publishing.
Hiim, H. (2023). How can collaboration between schools and workplaces contribute to relevant vocational education? Results of an action research project in the school-based part of Norwegian vocational education and training. Vocations and Learning, 16(1), 1-21. https://doi.org/10.1007/s12186-022-09300-z
Hora, M. T. (2017). Beyond the skills gap: Preparing college students for life and work. Harvard Education Press.
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. Journal of Vocational Education, 14(1), 86-96. https://doi.org/10.21831/jpv.v14i1.66796
Javed, A., Yasir, M., & Majid, A. (2019). Is social entrepreneurship a panacea for sustainable enterprise development?. Pakistan Journal of Commerce and Social Sciences (PJCSS), 13(1), 1-29. https://www.econstor.eu/handle/10419/196185
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Kwartawaty, N. N., Martadi, N. S. D., & Trikajanti, S. (2025). Prospects for Digital-Based Character Education Management in the Era of Industrial Revolution 4.0. International Research Journal of Economics and Management Studies IRJEMS, 3(5). http://doi.org/10.56472/25835238/IRJEMS-V3I5P108
Lally, P., Van Jaarsveld, C. H., Potts, H. W., & Wardle, J. (2010). How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40(6), 998-1009. https://doi.org/10.1002/ejsp.674
Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. Bantam Books.
Maruanaya, R. F., Karuna, K., Tuhumena, W. A., & Maruanaya, G. J. T. (2021). Implementation of teaching factory to improve entrepreneurial competence of vocational high school students. Koli Journal: English Language Education, 2(1), 1-10. https://doi.org/10.30598/koli.2.1.1-10
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Ministry of Education and Culture of the Republic of Indonesia. (2018). Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 20 of 2018 concerning Strengthening Character Education in Formal Education Units. Ministry of Education and Culture.
Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. (2022). Independent Curriculum and Pancasila Student Profile. Kemendikbudristek.
Mudzar, B. M., Muzdalifah, N., & Chew, K. W. (2022). Change in labour force skillset for the fourth industrial revolution: A literature review. International Journal of Technology, 13(5). https://doi.org/10.14716/ijtech.v13i5.5875
Narindro, L., Hardyanto, W., Raharjo, T. J., & Utomo, C. B. (2020). Analysis of implementation of POAC model and management information system for academic performance. In Proceedings of International Conference on Science and Education and Technology (pp. 485-489). https://doi.org/10.2991/assehr.k.200620.097
Nurhikmah, N. (2024). Educational management functions: Planning, organizing, actuating, controlling. INTIHA: Islamic Education Journal, 1(2), 82-91. https://doi.org/10.58988/intiha.v1i2.293
Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115, 105092. https://doi.org/10.1016/j.childyouth.2020.105092
Pillay, H., Watters, J., & Hoff, L. (2013). Critical attributes of public-private partnerships: A case study in vocational education. International Journal of Adult Vocational Education and Technology, 4(1), 31-45. https://doi.org/10.4018/javet.2013010103
Prastyo, G. W. (2012). Manajemen Kurikulum Berbasis Informatika di Sekolah Menengah Kejuruan. Manajemen Pendidikan, 23(6), 504-512. http://ap.fip.um.ac.id/wp-content/uploads/2015/05/Jurnal-Manajemen-Pendidikan-volume-23-no.-6.pdf#page=21
Rahdiyanta, D., Hargiyarto, P., & Asnawi, A. (2017). Characters-Based Collaborative Learning Model: Its Impacts on Students' Attitude and Achievement. Jurnal Pendidikan Teknologi Dan Kejuruan, 23(3), 227-234. https://jurnal.uny.ac.id/index.php/jptk/article/view/13416
Republic of Indonesia. (2003). Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System. State Secretariat.
Robbins, S. P., & Coulter, M. (2005). Management (8th ed.). Pearson Prentice Hall.
Rowe, A. D., Jackson, D., & Fleming, J. (2023). Exploring university student engagement and sense of belonging during work-integrated learning. Journal of Vocational Education & Training, 75(3), 564-585. https://doi.org/10.1080/13636820.2021.1914134
Saari, A., Rasul, M. S., Yasin, R. M., Rauf, R. A. A., Ashari, Z. H. M., & Pranita, D. (2021). Skills sets for workforce in the 4th industrial revolution: Expectation from authorities and industrial players. Journal of Technical Education and Training, 13(2), 1-9. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/7830
Santoso, T., Yoto, Y., & Nurhadi, D. (2021). Learning teaching factory reviewed from POAC management on competence of engineering. Budapest International Research and Critics Institute-Journal, 4(4), 10951-10965. https://bircu-journal.com/index.php/birci/article/view/3148
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Siliņa-Jasjukeviča, G., Lūsēna-Ezera, I., Iliško, D., & Surikova, S. (2025). Promoting Effective Vocational Education and Training Teacher’s Professional Development and Its Transfer to Practice: A Systematic Review. Education Sciences, 15(5), 596. https://doi.org/10.3390/educsci15050596
Smith, I. H., & Kouchaki, M. (2021). Ethical learning: The workplace as a moral laboratory for character development. Social Issues and Policy Review, 15(1), 277-322. https://doi.org/10.1111/sipr.12073
Spöttl, G., & Windelband, L. (2021). The 4th industrial revolution–its impact on vocational skills. Journal of Education and work, 34(1), 29-52. https://doi.org/10.1080/13639080.2020.1858230
Stasz, C., Bodilly, S. J., Remes, S., Oyadomari-Chun, T., McCaffrey, D. F., Kaganoff, T., & Barnes-Proby, D. (2004). Efforts to improve the quality of vocational education in secondary schools: Impact of federal and state policies. RAND Corporation.
Supadi, S., & Fauzi, F. (2024). Implementation strategies of the Independent Learning Curriculum in achieving character education competencies in Islamic Religious Education at school. Asian Journal of Healthy and Science, 3(9), 243-255. https://doi.org/10.58631/ajhs.v3i9.144
Supriyantoko, I., Jaya, A., Kurnia, V., & Habiba, P. G. S. (2020). Evaluasi implementasi kebijakan teaching factory dengan model evaluasi CIPP di SMK Negeri DKI Jakarta. Journal of Vocational and Technical Education (JVTE), 2(2), 1-10. https://doi.org/10.26740/jvte.v2n2.p1-10
Tushar, H., & Sooraksa, N. (2023). Global employability skills in the 21st century workplace: A semi-systematic literature review. Heliyon, 9(11). https://doi.org/10.1016/j.heliyon.2023.e21023
Wahjusaputri, S., Nastiti, T. I., & Liu, Y. (2024). Development of a hybrid teaching factory model based on school governance in improving employability skills of vocational students. Vocational Education Journal, 14(1), 53-62. https://doi.org/10.21831/jpv.v14i1.65108
Watters, J., Pillay, H., Hay, S., & Dempster, N. (2013). Cooperative education through a large scale industry-school partnership. Journal of Cooperative Education and Internships, 47(1), 47-60. https://eprints.qut.edu.au/220267/
World Bank. (2024). Teachers in technical and vocational education and training are critical for successful workforce development. World Bank Blogs.
World Economic Forum. (2023). The future of jobs report 2023. World Economic Forum.
Wu, F., & Ji, Y. (2022). Exploration of the Construction Model of School‐Business Collaboration System in Vocational Colleges Based on Information Resource Sharing. Scientific Programming, 2022(1), 3223200. https://doi.org/10.1155/2022/3223200
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Yoto, Y., Marsono, M., Qolik, A., & Romadin, A. (2024a). Evaluation of teaching factory using CIPP (Context, Input, Process, Product) model to improve vocational high school students' skills. Jurnal Pendidikan Vokasi, 14(1), 12-28. https://doi.org/10.21831/jpv.v14i1.62573
Yoto, Suyetno, A., Wibawa, A. P., Paryono, & Romadin, A. (2024b). Unveiling the Distinctive Impact of Vocational Schools Link and Match Collaboration with Industries for Holistic Workforce Readiness. Open Education Studies, 6(1), 20240045. https://doi.org/10.1515/edu-2024-0045
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product evaluation model (CIPP) as a comprehensive framework to guide the planning, implementation, and assessment of service-learning programs. Journal of Higher Education Outreach and Engagement, 15(4), 57-84. https://eric.ed.gov/?id=ej957107
Zhou, N., Tigelaar, D. E., & Admiraal, W. (2022). Vocational teachers' professional learning: A systematic literature review of the past decade. Teaching and Teacher Education, 119, 103856. https://doi.org/10.1016/j.tate.2022.103856
Zubaedi. (2011). Character education design: Conception and application in educational institutions. Kencana Prenada Media Group.
Zurqoni, Z., Retnawati, H., Arlinwibowo, J., & Apino, E. (2018). Strategy and implementation of character education in senior high schools and vocational high schools. Journal of Social Studies Education Research, 9(3), 370-397. https://dergipark.org.tr/en/pub/jsser/issue/43625/534243?fbclid=IwAR1yabbQLjKrJ2Bn#article_cite
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nurdiana, Maman Suherman
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
