Cara Mudah Mempraktikkan Teaching Factory di SMK
Summary
TLDRThe video script discusses the background of a culinary education program that aims to produce competent students through practical learning in a school setting. It outlines the process of dividing students into groups based on their talents and interests, specifically mentioning 'Teaching Factory 9' with six units. Students are trained in production and service, covering topics from recipe standards to hygiene and work systems. The script highlights the benefits students perceive, such as gaining industry experience, inspiring entrepreneurship, and understanding workplace culture. It concludes with students expressing their openness to feedback and the motivation to improve, indicating the program's success in preparing them for future careers or business ventures.
Takeaways
- 📚 The script discusses the concept of 'revanya', which is learning based on products and services through a school setting, aiming to produce competent students.
- 🔍 The first step involves dividing students into groups based on their talents and interests, with a focus on the culinary industry.
- 🏫 The 'Teaching Factory 9' is mentioned as having six units, where students are divided into groups for specialized training.
- 🍽️ One of the units, 'Teras 9', is further divided into two parts: a production kitchen and a café service area.
- 📝 The students receive a week-long briefing on various aspects of the culinary industry, including service, production, standard recipes, pricing, hygiene, and work systems.
- 💡 The training is intended to provide students with a clear direction and understanding of the culinary industry's operations.
- 🌟 Students express that the experience has broadened their perspective on the culinary world and inspired them to consider entrepreneurship.
- 🚀 The script highlights the idea that managing a kitchen in the industry is a valuable learning experience that can prepare students for future work or business ventures.
- 🤔 Students reflect on the benefits of the program, including gaining a better understanding of entrepreneurship, being motivated to start their own culinary business, and learning how to serve and handle customers properly.
- 📈 Feedback from the training is seen as an opportunity for students to evaluate their own work and improve, which is a positive aspect of the learning process.
- 💬 The script emphasizes the importance of peer feedback, as it can inspire and motivate students to do better in their culinary endeavors.
Q & A
What is the main concept behind the 'revanya' mentioned in the script?
-The 'revanya' refers to a learning concept based on products and services through a school, aiming to produce students with good competencies.
What is the initial step in the process described in the script?
-The initial step is to divide the students into groups based on their talents and interests.
How many units are there in the 'teaching factory' mentioned in the script?
-There are six units in the 'teaching factory'.
What are the two main areas that students are divided into on 'Teras 9'?
-The two main areas are the production kitchen and the service area of the café.
What kind of training does the script mention is provided to the students in one week?
-The training includes an orientation on service, production, standard recipes, pricing, hygiene, and work systems.
What is the expected outcome for the students after the training?
-The expected outcome is that the students' work will be more directed and they will gain a better understanding of the culinary industry.
What do the students feel they gain from the experience according to the script?
-The students feel they gain more experience, inspiration to start their own business, and an understanding of work culture in the industry.
What is one of the students' insights mentioned in the script about entrepreneurship?
-One student's insight is that their perspective on entrepreneurship has become more open and they are motivated to start a culinary business.
How does the student in the script feel about receiving feedback on their products?
-The student feels happy because they can provide suggestions or changes to their friends, which in turn motivates them.
What is the purpose of the feedback and evaluation mentioned in the script?
-The purpose is for the students to understand the shortcomings of their products and to use this as material for self-evaluation and improvement.
What is the final inspiration mentioned for the students after graduation in the script?
-The final inspiration is for the students to decide whether they want to work or start their own business after graduation.
Outlines
📘 Vocational School's Culinary Program Overview
This paragraph introduces the culinary program at a vocational school, emphasizing the importance of learning based on products and services. The program aims to produce students with good competencies. It outlines the initial steps of the program, which include dividing students into different units within the school's 'Teaching Factory 9', where they are exposed to various aspects of the culinary industry, such as production and service. The paragraph also mentions a one-week orientation covering service, production, standard recipes, pricing, hygiene, and work systems to guide the students' work.
Mindmap
Keywords
💡Revanya
💡Teaching Factory
💡Units
💡Pembekalan
💡Pelayanan
💡Produksi
💡Resep Standar
💡Hygiene
💡Sistem Kerja
💡Wirausaha
💡PKL
Highlights
Revanya is an educational concept based on product and service learning through school.
The goal is to produce students with good competencies.
The process begins by dividing into Talent and Interest groups.
Teaching Factory 9 consists of 6 units, each focusing on different aspects of culinary education.
Teras 9 is divided into production kitchen and café service.
Initial training includes an overview of service, production, recipe standards, pricing, hygiene, and work systems.
Students gain a more directed approach to their work after the training.
Students feel they gain more experience due to the vast and promising culinary industry.
The training inspires entrepreneurship among students.
Students develop a better understanding of kitchen management in the culinary industry.
The training serves as a cultural work preview for students before entering the PKL (Practical Training).
It provides inspiration for students to decide whether to work or start a business after graduation.
Students' awareness about entrepreneurship has broadened.
Students are motivated to open a culinary business after graduation.
Students learn how to serve and handle guests properly.
Students are encouraged to provide feedback and suggestions to their peers.
Receiving feedback on their products helps students evaluate and improve.
Transcripts
[Musik]
Kalau mengenai latar belakang ini
berawal dari pengertian revanya dulu
revanya ini merupakan pembelajaran
berbasis produk dan jasa melalui sekolah
dan Dodi di mana diharapkan bahwa kami
ini menghasilkan peserta didik yang
memiliki kompetensi yang bagus
[Musik]
oke langkah-langkahnya yang pertama kita
membagi Menjadi Bakat dan minat kemudian
Mengingat bahwa di dapur apa di teaching
factory 9 ini tuh ada 6 ada 6 unit 6
unit sehingga dalam satu kelas ini kita
membagi menjadi 6 nah salah satunya kita
ambil misalkan teras teras 9 Nah di
teras 9 ini dibagi menjadi dua yaitu
yang pertama
dapur produksi dan yang kedua itu adalah
pelayanan di teras cafenya selanjutnya
juga di teras 9 ini kami memberikan
pembekalan dulu jadi dalam satu minggu
kami memberikan pembakaran pembekalan
Perihal apa perihal pelayanan kemudian
bagaimana memproduksi kemudian bagaimana
tahu itu resep standar Seperti apa
perjuangan harga jual sampai ke sanitasi
hygiene serta sistem kerja seperti itu
jadi harapannya itu agar kerja dari para
peserta didik ini lebih terarah
oke yang saya
tahu dan sudah berdiskusi dengan para
siswa saya bertanya apa sih kamu merasa
manfaatnya apa Nah ternyata si anak ini
atau si siswa ini Dia merasa bahwa
mendapat pengalaman lebih karena dunia
industri kuliner itu banyak sekali dan
luar biasa menjanjikan sehingga
muncullah rasa ingin berwirausaha itu
satu kemudian siswa ini merasa apa ya
merasa bahwa pengelolaan di dapur
industri itu seperti ini kemudian juga
menambah pengalaman sebagai gambaran
bahwa sebelum siswa ini masuk ke dunia
PKL menjadi sebuah gambaran budaya kerja
di industri itu bagaimana kemudian dan
yang terakhir ini menjadi sebuah
inspirasi untuk para peserta didik untuk
nanti setelah lulus itu apakah mau
bekerja atau berwirausaha dan mungkin
melanjutkan
[Musik]
pertama wawasan saya menjadi lebih
terbuka tentang Apa itu berwirausaha
kedua saya menjadi terpacu membuka usaha
karena saya memiliki cita-cita membuka
usaha kuliner pada saat pada saat saya
lulus nanti dan ketiga saya dapat
mengetahui bagaimana cara melayani tamu
serta Bagaimana cara menghandle tamu
dengan baik dan benar
[Musik]
sangat setuju karena agar saya dapat
mengetahui apa saja kekurangan produk
saya saat mereka menilai produk saya dan
itu akan menjadi bahan evaluasi bagi
saya
Tentu saya merasa senang karena saya
dapat memberikan masukan atau perubahan
kepada teman saya
Jadi mereka kayak mungkin lebih
terdorong lagi gitu atas yang udah saya
nilai ke mereka
[Musik]
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