<![CDATA[AbstrakPenerapan pembelajaran teaching factory menuntut perubahan paradigma dalam pembelajaran karena tidak hanya menyebabkan perubahan konsep, metode, dan strategi pendidikan namun juga dalam sistem penilaian. Tujuan penelitian ini adalah untuk membuat instrument penilaian pembelajaran teaching factory yang. Penelitian ini dilaksanakan pada bulan September hingga Desember 2019. Subjek Penelitian adalah mahasiswa Program Studi Tata Boga yang mengambil mata kuliah Manajemen Usaha Restoran Tahun akademik 2019/2020 dengan jumlah 25 Mahasiswa. Pengujian validitas dan reliabilitas digunakan judgment expert (Ahli akademisi dan praktisi).Hasil penelitian menunjukkan bahwa (1) Instrumen penilaian aspek kognitif yang dikembangkan berupa rubric penilaian portofolio; (2) Instrumen aspek afektif dinilai berdasarkan nilai teliti, bijaksana, tidak otoriter, berbicara baik dan sopan, bekerja tenang, etos kerja tinggi, patuh prosedur, bertanggungjawab, tepat, komunikatif, displin, dan cepat tanggap (3) Instrumen aspek psikomotor dinilai berdasarkan lembar observasi yang dikembangkan untuk seorang pimpinan atau kelapa dapur, asisten kepala dapur, juru masak, asisten juru masak, bagian keuangan, bagian pemasaran dan penjualan. Saran bagi perguruan tinggi untuk dapat menerapkan instrument penilaian pembelajaran pendekatan teaching factory di matakuliah yang berhubungan dengan manajemen untuk mengukur ketercapaian kompetensi. AbstractThe application of teaching factory learning demands a paradigm shift in learning because it not only causes changes in educational concepts, methods and strategies but also in the assessment system. The purpose of this study was to make a teaching factory learning assessment instrument. This research was conducted from September to December 2019. The research subjects were students of the Catering Study Program who took the Restaurant Business Management course for the 2019/2020 academic year with a total of 25 students. Validity and reliability testing used expert judgment (academic experts and practitioners). The results showed that (1) the cognitive aspect assessment instrument developed was a portfolio assessment rubric; (2) Instruments for the affective aspect are assessed based on the value of being careful, wise, not authoritarian, speaking well and politely, working calmly, having a high work ethic, obeying procedures, being responsible, precise, communicative, disciplined, and responsive (3) The psychomotor aspect instrument is assessed based on an observation sheet developed for a manager or kitchen head, assistant head of the kitchen, cook, assistant cook, finance department, marketing and sales department. Suggestions for tertiary institutions to be able to apply learning assessment instruments of the teaching factory approach in subjects related to management to measure competency attainment.]]>
