An employer is commonly dissatisfied with the skills of Vocational High School (VHS) graduates and suggest schools carry out learning innovations. This dissatisfaction led to the response of Warga VHS, through the implementation of a product-based education training class. Therefore, this study aims to evaluate industrial-class best practices regarding the implementation of Product-Based Education Training (PBET) in VHS, using the Context, Input, Process, and Product (CIPP) model. This evaluative method was used and conducted at the Warga VHS Surakarta, which organizes PBET industrial class. Using a purposive sampling technique, the study samples were selected, containing 41 students, 8 teachers, 2 alums, 2 parents, and 1 industrial manager. Data collection was also obtained through questionnaires, interviews, and documentation. In this process, the validity of the questionnaire items used the moment product correlation. Based on the results, students' context, input, process, and product evaluation had average scores of 4.48, 4.25, 4.39, and 4.25, respectively. Meanwhile, the teachers' average values were 4.29, 4.36, 4.23, and 4.5 for the context, input, process, and product evaluation, respectively. In this case, the entirety of these values was included in the very high category. This indicated that the implementation of PBET improved graduate skills and sustainably strengthened cooperation with the industry. © 2023 The authors.
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