Integrating School Facilities and Teaching Quality to Improve Employability Skills in the Machining Engineering Expertise Program

This study examines the integrative influence of school facilities and teaching quality on the employability skills of vocational high school students in the Machining Engineering Expertise Program. Employing a quantitative ex post facto approach, the study involved 167 students from two public vocational schools in Yogyakarta, Indonesia, who had completed an industrial work practice program. Data were analyzed using the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method. The results showed that school facilities had a significant effect (β = 0.417; p < 0.05), and teaching quality based on the Technological Pedagogical Content Knowledge (TPACK) framework also had a significant effect (β = 0.435; p < 0.05) on enhancing employability skills, with a combined contribution of 60.7%. These significant effects underscore the importance and impact of the synergy between infrastructure and pedagogical approaches in preparing students to meet the demands of industry. Practical implications include optimizing practice facilities, providing TPACK-based teacher training, and aligning vocational education policies to support effective learning. This study provides empirical contributions to the development of an integrative model in technical vocational education.