Empirical Study of Management of Vocational High School with
Regional Public Services Agency in Indonesia
EKA ARY WIBAWA, MOCHAMAD BRURI TRIYONO, BAYU RAHMAT SETIADI,
GALEH NUR INDRIATNO PUTRA PRATAMA
Department of Vocational and Technology Education, Graduate School,
Universitas Negeri Yogyakarta,
St. Colombo No.1, Special Region of Yogyakarta,
INDONESIA
Abstract: - The freedom learning policy is one of the Vocational High School Program (VHS) of the Center of
Excellence (CoE), encouraging independent and productive schools to switch from Work Units to Regional
Public Services Agency (RPSA). This research aims to reveal the empirical conditions of the management
implementation of VHS RPSA, which is by the Management Standards in the Indonesia Education National
Standard of VHS. Research methods use mixed sequential explanatory type, initial quantitative stage, and
reinforced qualitative data. Research subjects based on a family of expertise include VHS State of 6
Yogyakarta, VHS State of 2 Depok Sleman, VHS State of 1 Bawang Banjarnegara, and VHS State of 63
Jakarta. The results showed that the dimension of human resources management is 80% (high), the dimension
of facilities management is 86.88% (high), the dimension of financial management is 51.42% (sufficient), the
dimension of learning program management is 85,5% (very high), and the dimension of community
empowerment management is 82.25% (high). The combined mean of the five management dimensions of VHS
RPSA was 77.5%. Analysis of variance showed that the five dimensions of management were different, with a
significance value of 0.001. The implication of this research is to provide a map of the implementation of VHS
RPSA in Indonesia that is specific to getting the CoE Program.
Key-Words: - Regional Public Services Agency, Center of Excellence, Vocational High Schools, Dimension
Management
Received: March 1, 2022. Revised: July 22, 2022. Accepted: August 17, 2022. Available online: September 15, 2022.
1 Introduction
Vocational High School of Center of Excellence
(VHS CoE) has the task of being the best practices
of freedom learning implementation for other
schools, especially in the management, quality of
graduates, cooperation in the world of work, and the
implementation of teaching factories. There are six
supports of the Ministry of Education, Culture,
Research, and Technology in the implementation of
the CoE Program, namely: strengthening human
resources, strengthening work-ready and character
learning, strengthening the learning of learners'
practices, data-driven school management,
mentoring by universities, and cooperation of the
central government with the region. Technically, the
implementation of the CoE Program refers to the
VHS CoE's Pocket Book [1]. The concept of
freedom learning in the VHS CoE Program covers
student and teacher internships in industry,
industrial practitioners teaching in schools, and
management transformation to Regional Public
Service Agency (RPSA).
Regulation of the Minister of Home Affairs of
the Republic of Indonesia Number 79 of 2018
concerning RPSA explains that it is a system
applied by the technical implementation unit of the
regional agency in providing services to the
community that has flexibility in financial
management patterns as an exception to the
provisions of regional management. Flexibility, in
this case, means financial management flexibility
patterns by implementing organizational functions
based on good governance in the provision of
quality, sustainable, and competitive services
(healthy business practices) to improve services to
the community without seeking profit to advance
the general welfare and educate the life of the nation
[2]. Flexibility in school management has been
carried out in developed countries where some
forms determine school policies related to school
budget decisions, academic programs, education
policies, promotions, graduation, discipline, and
attendance [3]. Schools are considering spending
and savings planning, encouraging financial
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inclusion, risk management, and protection from
asymmetric information [4]. The development of
schools into RPSA is in line with Sallis stating that
educational institutions are required to develop their
potential to quality and the need to show the public
that they can provide consistent quality services [5].
VHS RPSA is a school that was formed to
provide optimal services to the community by
providing products and services that are promoted
without prioritizing seeking profit and based on the
principles of efficiency and productivity [6]. VHS
RPSA is given autonomy in its financial
management to improve the quality of service to
stakeholders. School autonomy helps principals
achieve higher quality by increasing flexibility in
three areas, namely academic, organizational, and
management, thus improving the quality of
educational services provided [7]. The advantages
of VHS CoE that have implemented RPSA of
financial management patterns are: (1) improving
public services; (2) budget efficiency; (3) autonomy
of the school's financial management; (4) making
students more productive and competent; (5)
improve the welfare of teachers and managers; (6)
remuneration; and (7) ease of management of
inventory goods [6].
Empirical data in 2019 shows the number of
VHS RPSA in Indonesia as many as 24 schools
every year. The CoE Programs can boost every
VHS for self-exploitation and prepare for the
management of RPSA based on good school
governance [8]. Flexibility in managing VHS RPSA
is an opportunity for schools to be productive and
independent in structuring income and expenditure
from income generating, improving the quality of
graduates, learning processes, human resources, and
educational facilities. The government's policy on
VHS RPSA provides flexibility in school financial
management. The importance of government policy
on school funding aims to achieve clarity on
workable funding mechanisms and maintain policy
priorities [9]. The implementation of VHS RPSA
clarifies the school's financial planning and
budgeting as well as more transparency and
accountability [10].
VHS RPSA has many potential incomes
generating, among others, namely the sale of
products and services produced by students,
laboratories and buildings rentals, school
operational assistance funds, and grants. A school
principal must have entrepreneurial competence to
increase school income generating [11]. Incomes
VHS RPSA can be spent to improve school
academic services such as teacher internships, guest
teachers from industry, procurement of practical
tools and materials, and updating laboratories and
workshop labs [12]. School spending on learning is
more productive and contributes to student
achievement than another service spending [13].
Therefore, it is expected that the existence of VHS
RPSA can improve the quality of learning in both
theory and practice to improve the quality of
graduates produced.
Based on the background of potential and
problems, it needs to be strengthening of VHS
RPSA as CoE to support each other schools. The
purpose of this study is to describe the empirical
conditions of the management implementation of
VHS RPSA.
The empirical study of the implementation of
management dimension in VHS RPSA Indonesia is
based on the Regulation of The Minister of
Education, Culture, Research, and Technology
Number 34 of 2018 on Indonesia Education
National Standards of VHS, which the CoE Program
strengthens. The specifications of this study are
unique, which VHS RPSA got the CoE Program in
2021. This needs to be researched because the
uniqueness of VHS RPSA needs to be evaluated its
implementation empirically and become a policy
option in the opening of a new RPSA or
improvement in the quality and service school. For
that, it is necessary to construct a research
hypothesis to focus the research presented in a
comprehensive and directed manner. The alternative
hypotheses proposed in the study are as follows.
H1 The quality of implementing the management
dimension in VHS RPSA Indonesia is above
80%, assuming that the school assisted by the
CoE Program is excellent in Indonesia.
H2 There are significant differences in the
implementation of management dimension in
VHS RPSA Indonesia analyzed together.
2 Research Method
This policy research uses a combination of
qualitative and quantitative approaches (mix-
method) with sequential explanatory types. This
method is a direction in determining the VHS RSPA
policy in Indonesia. This mixed approach can
explain the research and hypothesis testing results
comprehensively based on data and facts in the
field. The qualitative approach is a literature review
to review the rules and guidelines for the
management implementation of VHS RPSA. The
quantitative approach uses the cross-sectional
survey to determine the impact of VHS RPSA
implementation.
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The population of this study is the entire VHS
RPSA that received the CoE Program in Indonesia.
Sampling techniques are carried out by purposive
sampling, including VHS State of 2 Depok Sleman,
VHS State of 6 Yogyakarta, VHS State of 1 Bawang
Banjarnegara, and SMK State of 63 Jakarta. Sources
of primer information are the principal, RPSA
manager, deputy principal, teacher, and head of the
administrative sub-section. The selection of research
sites is based on VHS with RSPA status in
Indonesia with a certain uniqueness. The uniqueness
is based on the involvement of VHS in two
programs, including the RPSA and CoE programs.
This means that not all VHS in Indonesia get the
two programs together, so the study in this method
is very important to study.
Research data collection techniques use
questionnaires, interviews, and document studies.
The questionnaires were used to obtain quantitative
data on implementing the VHS RSPA variables.
Interviews are used to explore and confirm the
results of quantitative data. Key informants are
school principals, RSPA managers, study program
coordinators, and teachers. Document studies are
used to examine the results of VHS RSPA
performance achievements, RSPA policies, and
identification of school products or services as
income-generating schools. The research
instruments used questionnaires and interview
guidelines. Indicators of success in the management
of VHS RPSA refer to the standard dimensions of
education management with indicators that include:
human resource management, facilities
management, financial management, learning
program management, and community
empowerment management. Data analysis
techniques used in this research are quantitative
descriptive techniques and qualitative data analysis.
3 Results and Discussion
3.1 Empirical Conditions of Management
Implementation of VHS RPSA
The management of VHS RPSA is a crucial part of
achieving the school's goal of providing educational
services to the community. The practical
implementation of VHS RPSA management to
support the CoE Program is based on five
dimensions of management: human resources (HR),
facilities, finance, learning programs, and
community empowerment. The five management
aspects are the dimensions of management standards
on Regulation of the Minister of Education, Culture,
Research, and Technology Number 34 of 2018
about Indonesia Education National Standards of
VHS.
3.1.1 HR Management of VHS RPSA
HR is one of the essential aspects of school
management because resources can be optimally
useful when managed by quality human resources
[14]. Figure 1 shows that the average empirical
condition of VHS RPSA for HR management tends
to be high, with an average of 80%. The high value
is because the CoE Program in VHS RPSA which a
school that excels and is unique. The results of the
confirmation of direct interviews with school
leaders found several obstacles, namely: (1) VHS
RPSA management is mainly done by teachers to
increase the workload of teachers; (2) The wages of
education personnel recruited as employees of
production units have not been financed from the
results of RPSA income generating; and (3) The
cultural shock of differences in work rhythm
experienced by teachers and education personnel,
where with several programs such as the CoE
Program and RPSA makes them have to work more
effectively and efficiently.
Fig. 1: Empirical Conditions of HR Management of
VHS RPSA
The results are shown in Figure 1 align with the
results of research on the success of a project which
states that good human resource management makes
an organization healthy [15]. This potential is
reinforced by the impact of the CoE Program,
providing a trigger for VHS RSPA to work
optimally to improve continuous organizational
performance and provide a positive influence for
accelerating school progress [16]. This indicates a
need to improve the HR management of VHS RSPA
to provide a healthy organization, prosperous human
resources, and supporting competencies in a
conducive organizational climate. The policy of
strengthening human resources from the Indonesian
government can be boosted through training,
workshops, competency development, and academic
050 100
Facilitating teachers for internships in industry
Bringing in guest teachers from industry
Facilitating teachers for competency certification
Facilitating teachers to attend training/workshops
Facilitate education staff for internships in the…
Facilitating staff education for competency…
Facilitate education staff to attend…
80
80
80
80
80
80
80
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levels relevant to the core business in the VHS
RSPA.
3.1.2 Facilities Management of VHS RPSA
VHS RPSA of facilities supports school income
generating and accumulating assets [17]. Figure 2
shows the empirical average of the management
implementation of facilities for VHS RPSA is
86.88%. The CoE Program of VHS RPSA is robust
internally and externally (government and partners).
Confirmation of qualitative data in the field that
several things are not optimal, including (1)
Implementation of maintenance and improvement is
still at a conditional level and has not been routinely
scheduled, (2) There needs to be an improvement in
the quality of infrastructure, and (3) The means of
supporting income generating are still limited to
meeting the needs of materials for learning
practicum of teaching factory.
Fig. 2: Empirical Conditions of Facilities Management
of VHS RPSA
Figure 2 explains that the effectiveness of the
VHS RSPA is an important aspect in the
implementation of an income-generating-based
education model. The facility becomes an
implementation construction driven by the principal,
who has a principle of sustainability thinking [18].
The role of the school can consider costs and
benefits in managing school facilities so that the
resulting output can support sustainability in
achieving school performance [19]. The research
results' relevance shows that facilities' need and
completeness are the keys in the VHS RSPA to
optimize existing resources for increasing school
income generating and improving academic
services.
3.1.3 Financial Management of VHS RPSA
Financial management in VHS RPSA is different
from VHS in general. VHS RPSA is given
flexibility in financial management to improve the
quality of school services. In this dimension, the
entrepreneurial attitude of the principal is the key to
the flexibility of school financial management [20].
Figure 3 shows a quite satisfactory average where
the percentage value of financial management in
VHS RPSA is 51.42%. The percentage is low
because some indicators of schools are not
implementing RPSA financial governance flexibly
well. Some of the financial management findings
that have not been optimal include: (1) There is no
mechanism for managing employee performance
benefits in the form of remuneration; (2) Revenue
from RPSA income generating derived from
products and services sales of teaching factory is
still not optimal; (3) The price of school products
and services is slightly higher than the market price
because there are additional taxes so that it is less
competitive, and 4) Not optimal promotional media
owned by the school.
Fig. 3: Empirical Conditions of Financial Management
of VHS RPSA
Figure 3 shows that financial management at
VHS RSPA has not optimized the use of
remuneration in improving employee performance.
By applicable rules, VHS RSPA has a role in school
flexibility in financial management. To manage
finances, financial flexibility is given to schools as a
process of improving school quality [6]. VHS RSPA
is given the flexibility to manage finances to impact
school income fulfillment significantly. Capital
structure, investment, and debt become managers'
focus on financial flexibility [21]. From the analysis
results, the flexibility of financial management as
remuneration has not been a concern of VHS RSPA.
This indicates that a strategic step is needed to
socialize micro-level policies to introduce flexible
financial management through remuneration. The
remuneration is expected to improve HR
performance to become more prosperous, effective,
and efficient.
3.1.4 Learning Program Management of VHS
RPSA
VHS RPSA focuses on providing services in the
field of education and learning. There needs to be an
effort to deliver a climate in learning that leads to
entrepreneurship-based learning [22]. Figure 4
shows that the average percentage of learning
050 100
Kecukupan sarana
Kualitas sarana
Facility maintenance
Adequacy of infrastructure
Infrastructure quality
Infrastructure maintenance
Procurement of facilities with income…
Procurement of infrastructure with…
90
8592
80
80 92
88
88
050 100
Revenue from services
Teaching factory product sales
Effectiveness of using the Over Time Budget…
Investment effectiveness
Remuneration
Satisfaction with remuneration
Audit results on financial reports
40 60 80
80
0
0100
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program management of VHS RPSA is 85.5% or a
high category. The results of the interview
deepening were found to be things that have not
been optimal, namely: (1) The implementation of
online learning cannot be as much as offline
learning because students are not monitored
directly; (2) During the Covid-19 pandemic the
presence of students in virtual classes is less than
optimal; (3) Teaching factory learning that reflects
the industry work culture has not been optimally
implemented during the Covid-19 pandemic; (4)
The products produced by teaching factory are not
all absorbed by the market; (5) There are teaching
factory learning tools that are less industry
standards; (6) The use of innovative learning media
that has not been optimal; (7) Non-conformance of
competence taught with all needs of industries; (8)
The placement of street vendors in the industry has
not all been competently; (9) There are industries or
agencies that do not accept street vendors during a
pandemic; (10) Assessments are carried out mainly
from the tasks given by the teacher; and (11) the
assessment device of learning is not validated.
Fig. 4: Empirical Conditions of Learning Program
Management of VHS RPSA
Figure 4 shows the reasonable means attributable
to success in the CoE Program. This CoE program
encourages schools to improve the quality of
learning by being oriented to the world of work
[16]. This means that work culture, learning
systems, material content, human resources,
partners, and so on are oriented towards improving
the quality of learning. Management of learning
programs is always inherent in regular academic
implementation. This component is the essence of
the educational process at VHS RSPA. The learning
expected to be optimal is applying the teaching
factory method based on production and projects.
Applied learning for VHS RSPA will be integrated
into producing services or products that impact
profits in generating school income [23]. A good
above-average result indicates that the studied
schools show good performance and quality.
3.1.5 Community Empowerment Management of
VHS RPSA
The management of VHS RPSA can provide
operational more optimally if it has support from the
community. Figure 5 shows that the average
management of community empowerment for VHS
RPSA is 82.25%, or in the high category.
Deepening qualitative data through interviews that
still encounter some obstacles in the management of
community empowerment include (1) Equalization
of perceptions and community mindsets related to
the development of schools that have not been
optimal; (2) Socialization of school to external
programs that are less than optimal; (3) Mass
production and services are still limited in meeting
the demands of partners and communities; and (4)
Not optimal cooperation between schools with
professional organizations and alumni bonds.
Fig. 5: Empirical Conditions of Community
Empowerment Management of VHS RPSA
Figure 5 shows that community empowerment is
very important to balance management. It serves to
provide advice and policy recommendations in the
management of RSPA VHS. RSPA's financial
flexibility needs to be monitored externally by the
community. These communities are representatives
of the school committee, community elements, and
VHS partners. Schools maximize community
empowerment to obtain external income and school
development based on the strategic role of the
community. The results obtained in managing
RSPA can be utilized for their impact on all school
members. Therefore, the school committee can
holistically and integratively fulfill management
quality through participation in decision-making
[24].
3.2 Hypothesis Proofing Analysis
Based on the results of quantitative data collection,
it is necessary to prove the hypothesis to ensure that
050 100
Implementation of community empowerment
Society participation
The role of professional organizations
The role of alumni association
The role of the community in providing human…
The role of the school committee
The role of the supervisory board
Promoting services
Public enthusiasm for services
Cooperation in the fulfillment of products and…
75
80
80
75
75 95
80 100
75 87,5
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the data under empirical conditions can be
generalized widely. Hypothesis testing is divided
into two: ensuring the test value is above 80 and
testing the analysis of variance for the VHS RPSA
management dimension.
3.2.1 The First Hypothesis Testing
The first hypothesis test uses a 2-tailed test with a
one-sample T-test analysis. The test value is 80, to
the high conditions of the VHS RPSA that obtained
the CoE Program. Why is it so high? The CoE
Program is a superior or excellent, unique VHS, so
the hypothesis gives the number 80 as a testing
baseline based on factual conditions in VHS RPSA
Indonesia. The first hypothesis testing is spelled out
in applying five management dimensions: HR,
facilities, finance, learning programs, and
community empowerment. Tabulating one-sample
T-test analysis with 2-tailed tests through IBM
Statistic 26 is summarized in Table 1 below.
Table 1. Descriptive Hypotheses Testing of Management
Dimensions for VHS RPSA Test Value = 80
Dimensions of
Management
N
Mean
Std.
Dev.
t
df
Sig.
(2-
tailed)
Human
Resources
7
81,43
4,76
0,795
6
0,457
Facilitate
8
86,87
4,82
4,031
7
0,005
Financial
7
51,43
39,76
-1,90
6
0,106
Learning
Program
12
85,58
7,95
2,433
11
0,033
Community
Empowerment
10
82,20
9,04
0,804
9
0,442
Mean
77,50
13,26
Based on Table 1, it can be explained that the
average of management dimensions is at a
percentage of 77,50 % or in a high category. In the
analysis of 2-tailed tests, the testing of alternative
hypotheses proved there are two dimensions of
management above the value score of 80, namely,
Facilitate and Learning Program, and the rest is not
proven. When viewed empirically and analyzed,
score decline occurs in the dimension of financial
management.
Table 1 confirms that the average financial
factors in the VHS RPSA are still far from ideal
expectations, so extra strategic steps are needed to
solve it. As explained earlier, many factors are
caused by the flexibility of financial management.
However, the strong point of the irregularities
includes (1) Policy differences at the regional level
so that the application of financial management
flexibility becomes diverse; (2) Understanding the
RPSA VHS ecosystem that does not agree, so that
implementation in management becomes faltering;
and (3) The fear of VHS RPSA managers in
utilizing income generating used in employee
remuneration.
3.2.2 Second Hypothesis Testing
The second hypothesis testing uses analysis of
variants to see differences in implementing the five
management dimensions. Subsequent post hoc tests
were conducted with the Schefee test to see
significant differences between aspects. Both tests
were conducted to see, in general, the difference in
values of all dimensions of management and to
comprehensively see the differences in more detail
per dimension. The details of the analysis through
IBM Statistic 26 are summarized in Table 2 below.
Table 2. Anova Test of Management Dimensions for
VHS RPSA
Sum of
Squares
df
Mean
Square
F
Sig.
Between
Groups
6450.644
4
1612.661
5.677
0.001
Within
Groups
11079.606
39
284.092
Total
17530.250
43
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Table 3. Partial Differences Between Management Dimensions in VHS RPSA
(I) Aspect
Mean
Difference
(I-J)
Std. Error
Sig.
95% Confidence Interval
Lower
Bound
Upper Bound
Human Resources
Management
Infrastucture
Management
-6,87500
8,72331
,959
-35,0733
21,3233
Financial
Management
28,57143
9,00940
,057
-,5517
57,6945
Learning Program
Management
-5,58333
8,01617
,974
-31,4958
20,3291
Community
Empowerment
Management
-2,30000
8,30626
,999
-29,1502
24,5502
Infrastucture
Management
Human Resources
Management
6,87500
8,72331
,959
-21,3233
35,0733
Financial
Management
35.44643*
8,72331
,007
7,2481
63,6448
Learning Program
Management
1,29167
7,69324
1,000
-23,5769
26,1603
Community
Empowerment
Management
4,57500
7,99505
,987
-21,2692
30,4192
Financial
Management
Human Resources
Management
-28,57143
9,00940
,057
-57,6945
,5517
Infrastucture
Management
-35.44643*
8,72331
,007
-63,6448
-7,2481
Learning Program
Management
-34.15476*
8,01617
,004
-60,0672
-8,2423
Community
Empowerment
Management
-30.87143*
8,30626
,017
-57,7216
-4,0212
Learning Program
Management
Human Resources
Management
5,58333
8,01617
,974
-20,3291
31,4958
Infrastucture
Management
-1,29167
7,69324
1,000
-26,1603
23,5769
Financial
Management
34.15476*
8,01617
,004
8,2423
60,0672
Community
Empowerment
Management
3,28333
7,21690
,995
-20,0455
26,6121
Community
Empowerment
Management
Human Resources
Management
2,30000
8,30626
,999
-24,5502
29,1502
Infrastucture
Management
-4,57500
7,99505
,987
-30,4192
21,2692
Financial
Management
30.87143*
8,30626
,017
4,0212
57,7216
Learning Program
Management
-3,28333
7,21690
,995
-26,6121
20,0455
The analysis shown in Table 2 explained that
collectively there is a significant difference between
the five dimensions of management in VHS RPSA,
as evidenced by significant values below 0.05. This
means that the alternative hypothesis tested has
proven differences in the management
implementation of VHS RPSA in each management
dimension. The results also indicate that the
implementation in each VHS RPSA is different.
This explanation is in line with the qualitative
findings that each school's understanding of RPSA
is diverse, as well as support from local
governments that are not in line with the central
government. Although the Regulation of the
Minister of Home Affairs of the Republic of
Indonesia Number 79 of 2018 concerning RPSA has
been a legal finish, in the implementation at the
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regional level, it is still multi-interpretation because
it is adjusted to the rules published by the governor.
Table 3 explains the differences in each
management dimension after partial testing is some
differences. There is a significant comparative
difference (significant score < 0.05) for two-variable
relationships, including the dimension of facility
management with financial management and
learning program management. This indicates that
the implementation of different management is in
three dimensions of management, namely the
dimensions of facilities management, financial
management, and the management of learning
programs. Other results indicate that the dimensions
of human resource management and community
empowerment management are in the same
condition in every research object. This similarity is
based on the CoE Program's focus on the
development of HR and the involvement of external
VHS RPSA partners in various activities within the
school.
4 Conclusion
The results of empirical studies on implementing the
management dimensions in VHS RPSA Indonesia
showed a high score of 77.5%. The high score was
confirmed by qualitative data that showed various
obstacles in implementing the management
dimension in VHS RPSA, including human resource
management, facilities management, financial
management, learning programs management, and
community empowerment management. Based on
the five dimensions of management, the lowest
dimension of management is financial management.
Summary of qualitative data in the field confirms
that in the application of the management dimension
is still very minimal understanding of human
resources in VHS RPSA. Confusion in using
income-generating causes financial management to
be less maximal. Inferentially, quantitative data
concludes that the five dimensions of VHS RPSA
management differ from significant values of 0.001.
This shows that, in general, VHS RPSA
management dimensions need to be pursued
strategically because this management dimension
has different objectives and outputs. The difference
in output will narrow down to the usefulness of
RPSA as governance that pays attention to the
quality of services focusing on user satisfaction
(students and society).
This research aims to determine which strategic
steps should be prioritized in managing VHS RSPA.
Based on the results of empirical studies in
Indonesia, the development priority is to manage the
financial flexibility of the VHS RSPA. This is
important to consider in the future because the
essence of the RSPA is how schools can
independently, creatively, and innovatively optimize
income generating to improve HR performance
through a remuneration system. The great hope of
the program is to provide improved performance
accompanied by meritocracy-based performance
allowances. This means that the productivity of
human resources will have an impact on school
productivity.
Acknowledgment:
The researchers' thanks go to the Center for
Standards and Policy, Minister of Education,
Culture, Research, and Technology Republic of
Indonesia and National Innovation Research
Agency who have funded and contribute the
research. Researchers thanked the Faculty of
Engineering of Universitas Negeri Yogyakarta and
the Principals of VHS RPSA in Indonesia who
deigned as a discussion forum on RPSA
implementation in Indonesia.
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The researchers' thanks go to the Center for
Standards and Policy, Minister of Education,
Culture, Research, and Technology Republic of
Indonesia and National Innovation Research
Agency who have funded and contribute the
research.