The effectiveness of vocational schools (VS) can be assessed by the quantity of its graduates absorbed in the job market. Vocational schools that are assigned to produce graduates who have skills in accordance with the job market still face a great challenge. This is revealed from the open unemployment rate of VS’ graduates who in the last few years always occupy the highest position. To overcome this problem, through Presidential Instruction 9 of 2016, the government decided to revitalize VS. As a follow-up to this policy, teaching factory (TF) based learning activities are implemented with the aim of providing knowledge, skills and learning experiences that are in line to the job market. This study examines the implementation of various TF-based learning models and their effects on student involvement in learning and strengthening work readiness. The unit of analysis in this study is the 2019 VS’ graduates who have participated in TF-based learning. Descriptive analysis is used in this study to describe the intensity of graduates’ involvement in TF-based learning when they were studying. Descriptive analysis is also used to describe the work readiness of the graduates. To analyze whether the various dimensions and indicators identified are the factors forming the involvement variables in TF learning and work readiness variables are analyzed using confirmatory factor analysis techniques. © 2021. International Journal of Instruction. All Rights Reserved.
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