Energy Efficiency through Solar Panelled Mobile Workshop for Vocational Education Teaching Factory

Energy efficiency needs to be fundamental norm in education. Vocational education which focuses on tangible outputs of knowledge and science should be taking part in creating sustainable and responsible outcomes. This paper presented a model of adapting the energy efficiency foundation into application of technology and knowledge. As vocational education becomes a widely sought-after alternative for hands-on and output-based education, application of such model is at most importance. A strong and impactful vocational institution requires good and independent teaching factory (TEFA). A TEFA becomes a backbone for practicum and production at the same time. A good TEFA is expensive to create and maintain. Therefore, many vocational schools become ineffective and new and more This paper presented a new model for vocational school teaching factory program (TEFA) based on smart energy management. The model was introduced by SMK Negeri 1 Pringgabaya, a vocational school in East Lombok, Indonesia. A TEFA active learning process and entrepreneurial application by designing solar energy carts an as annex to the mobile workshop. In this present study, the model used an integrated experimental approach between output-based education and a smart energy management. Such model also displayed more equitable vocational outcomes through entrepreneurial aspects of commercialization. The results showed a model of mobile workshop aimed at providing services to motorcycle owners while the solar paneled carts provided electricity for both the mechanics and the customers. Added value was identified because customers could charge their mobile phones for free and enjoy cheap or complimentary beverages. The solar paneled mobile workshop did not only gain revenue but also actively promoted itself through social media platforms. It was concluded that the model provided a more equitable value for the sustainable TEFA.


Introduction
One of the Sustainable Development Goals stated by the United Nations mandated the effort to acquire affordable and clean energy [1].The seventh goal of SDGs highlights the importance of ensuring universal access to affordable, reliable, and modern energy services as a set target.Governments all over the world are now in pursuits of sustainable energy and efforts are made in all aspects of life [1].
IOP Publishing doi:10.1088/1755-1315/1324/1/012099 2 Sustainable energy is vitally one of the most fundamental elements in the turn of the century.Energy access and affordable energy provide assurance for solving many problems, such as poverty eradication, health provision, as well as educational access and advances.Other rudimentary and daily needs also depend on the provision of sustainability of energy.More complex and ambitious ones, such as advancements of education and quality of lives, will need consistent supply of energy.
The quest for sustainable energy was also at the heart of business education.One educational form in Indonesia with strong foundations on entrepreneurial spirit and applied technology is vocational education.At the heart of every vocational institution in Indonesia is their teaching factories (also known as TEFA).TEFA is generally known as workshop-based education under the management of vocational schools.A TEFA becomes an active site for hands-on learning, which is the backbone of vocational institutions.TEFA was built on the fundamental concept of workshops, that serves as a place to train and develop psychomotor skills of a learner aiming to explore a particular skill.TEFA are the vital means of technical and vocational education [2].Sustainable energy is vitally one of the most fundamental elements in the turn of the century.Energy access and affordable energy provide assurance for solving many problems, such as poverty eradication, health provision, as well as educational access and advances.Other rudimentary and daily needs also depend on the provision of sustainability of energy.More complex and ambitious ones, such as advancements of education and quality of lives, will need consistent supply of energy.
A TEFA becomes an active site for hands-on learning, which is the backbone of vocational institutions.TEFA was built on the fundamental concept of workshops, that serves as a place to train and develop psychomotor skills of a learner aiming to explore a particular skill.TEFA are the vital means of technical and vocational education.There are three main elements in a good TEFA, which are: (1) surpassing ordinary lecture-based learning, (2) applying hands-on practical experiences, and (3) learners have real experiences in learning by solving real cases and problems [2,3].A TEFA even can be categorized as a real-life laboratory with real problems in need for prompt investigation and responses.A TEFA inevitably should focus on close collaboration between industry and academic.It is expected that the collaborations could create products worth selling, which could generate added value to the school [2,3].Through TEFA communities could also enjoy the benefits of learning in the vocational school.Such benefit could be presented through products and services provided by TEFA.The goods and services offered by TEFA ideally need to meet several requirements, which are (1) what products are needed in the market, (2) the reasons the products are needed, (3) who the potential buyers for the products are, (4) how the purchase process would be done, (5) how quality and appearance of the products would be presented, (6) what model of the products would be presented, and (7) how the brand of the product would be created [2,3].
However, an idealized TEFA requires good resources and financial support from the school and its stakeholders.Financial problems often become the main hurdle for allowing a TEFA to flourish.In TEFA, learning comprises of team-based collaboration between students, teaching staff, and partner industry.The latest brings insight to the learning and enriches the learning process through the current approaches and issues in the field.Partner industries are also important to bring in tangible benefits to the schools.Contributions from industry partners include equipment and technology.A sustainable and impactful TEFA is ideal but difficult to realize.In most cases vocational schools still face a lot of challenges in implementing production-based education [4].To reach the sustainability products and services offered by TEFA need to have good quality that these could be acceptable by the public or the prospective customers.When products and services are marketable a TEFA could then use the revenue to continue the productions of goods and services.With good profit a TEFA could also maintain the resources and facilities and later expanding their activities.
This paper offers a model for TEFA at SMK Negeri 1 Pringgabaya, Lombok, West Nusatenggara, Indonesia.This model integrates local wisdom and innovative measure to create a sustainable motorcycle workshop as its TEFA.The model is created by using a double helix mechanism: first, creating a motorcycle workshop as a TEFA, and second, creating an innovative model as an approach for sustainable TEFA.The novelty of this present research would be to offer a sustainable model for the application of technology in an integrated educational context.Applying sustainable energy model within educational institution level would be a breakthrough for any educational level.The model would be the one created by SMK Negeri 1 Pringgabaya, Lombok, West Nusatenggara, Indonesia.This model integrates local wisdom and innovative measure to create a sustainable motorcycle workshop as its TEFA.The model is created by using a double helix mechanism: first, creating a motorcycle workshop as a TEFA, and second, creating an innovative model as an approach for sustainable TEFA.

Previous Studies
Previous studies showed how TEFA could provide best solutions for sustainable communities of knowledge and economy.A TEFA could take form in a small-scale industrial workshop, for example a motorcycle workshop (called bengkel in the local dialect).This workshop is ideal for both learning for the vocational school students and a cheaper alternative for the motorcycle owners.Being set in a smallscale business enterprise this motorcycle workshop would offer repair services to the public [5].The main aim of the business is to make the motorcycle run well again as the owner wishes it or even offer full repair to return the original form of the motorcycle [6].With this mindset a TEFA needs to embrace a positive, creative, financial, and productive mindset [6].An innovative mind is also needed for a motorcycle workshop to fulfil the needs of their customers, as different locations and customers' behaviour could require different approach in providing the service [7].
There are three main elements in a good TEFA, which are: (1) surpassing ordinary lecture-based learning, (2) applying hands-on practical experiences, and (3) learners have real experiences in learning by solving real cases and problems [1,2].A TEFA even can be categorized as a real-life laboratory with real problems in need for prompt investigation and responses.However, an idealized TEFA requires good resources and financial support from the school and its stakeholders.Financial problems often become the main hurdle for allowing a TEFA to flourish.In TEFA, learning comprises of team-based collaboration between students, teaching staff, and partner industry.The latest brings insight to the learning and enriches the learning process through the current approaches and issues in the field.Partner industries are also important to bring in tangible benefits to the schools.Contributions from industry partners include equipment and technology.A TEFA inevitably should focus on close collaboration between industry and academic.It is expected that the collaborations could create products worth selling, which could generate added value to the school [1,2].Through TEFA communities could also enjoy the benefits of learning in the vocational school.Such benefit could be presented through products and services provided by TEFA.The goods and services offered by TEFA ideally need to meet several requirements, which are (1) what products are needed in the market, (2) the reasons the products are needed, (3) who the potential buyers for the products are, (4) how the purchase process would be done, (5) how quality and appearance of the products would be presented, (6) what model of the products would be presented, and (7) how the brand of the product would be created [3].
A sustainable and impactful TEFA is ideal but difficult to realize.In most cases vocational schools still face a lot of challenges in implementing production-based education [4].To reach the sustainability products and services offered by TEFA need to have good quality that these could be acceptable by the public or the prospective customers.When products and services are marketable a TEFA could then use the revenue to continue the productions of goods and services.With good profit a TEFA could also maintain the resources and facilities and later expanding their activities.A TEFA becomes a workshop for learning and a small-scale business enterprise [5,6].A motorcycle workshop mainly offers repair services.The main aim of the business is to make the motorcycle run well again as the owner wishes it or even offer full repair to return the original form of the motorcycle [7,8].With this mindset a TEFA needs to embrace a positive, creative, financial, and productive mindset [6,8].An innovative mind is also needed for a motorcycle workshop to fulfil the needs of their customers, as different locations and customers behaviours could require different approach in providing the service [9,10].
Business sustainability was essential to any continuance of technology production.Previous studies discussed the potential of sustainable technologies, including sustainable energy [11,12,13].The sustainability provision not only enabled businesses to continue supporting the communities but also provided alternatives for environmentally responsible educational programs.Such responsible approaches included solar energy in coastal areas [12], which supported the livelihood of the farmers and enabled long-term engagement to the environmentally friendly fisheries.Solar panels were shown in the previous studies to have more comfortable and reliable impact to relations, both in domestic and social contexts [11,13].

Research Methods
The model was created following three dimensions of sustainability, namely workable workshop, solar panel as the energy efficient source, and entrepreneurship elements.

Mobile workshop
A mobile workshop is a workshop which comes to respond to customer's location.The location of the vocational school, SMK Negeri 1 Pringgabaya is accessible from the main road in Pringgabaya, Lombok, West Nusatenggara.However, motorcycle workshops usually are situated in the main road.With this consideration, the TEFA needs to adjust to the customers' needs and to follow the local wisdom.The mobile workshop model is chosen not only to adjust to the local needs.The mobile workshop model also enables the TEFA to reach wider pool of customers.come from all over Lombok.Meanwhile, Lombok's geographical location is notable for its vast plains.Lombok also enjoys a constant shower of sun lights throughout the year.Rainfall in Lombok is relatively low as compared to many parts in Indonesia [8].Model of the solar panel would be similar to the principles adapted in the previous studies [11,12,13]

Entrepreneurial model for sustainable TEFA
An entrepreneurial model is applied following an ethnographical study.The study focuses on observing the behaviour of the customers and the local wisdom, on what is allowed and accepted.Using information from the study a business model is presented to fulfil the needs and customers of the customers.

Results and Discussion
Results included the explanation on model deployment and the evaluation on the sustainability of the model.

Mobile Workshop as a Model for Teaching Factory
The model for energy efficient TEFA combined a skill-based output orientated TEFA with an equitable creative product.In TEFA curriculum students were trained to have entrepreneurial projects.The products and services from TEFA included trellises, active speakers and repairing services for motorbikes and cars.The integrated TEFA matched the successful TEFAs in many parts of the world, where "learning and working environment from which realistic and relevant learning experiences arise" could be achieved [2,3,4].
The mobile workshop is built in two stages: • First stage was designing the layout of the mobile workshop.This stage was done together with a partner industry.Insights from the partner industry were used to design the layout of the workshop.Partner industry also informed the school of what equipment is needed in the workshop.• Second stage was designing the programs to be held in the workshop.A pilot program was launched on Saturday, November 27, 2021; and it was used since as the main program following the success of this model.As can be seen in Figure 1, a mobile workshop was set up on the main 1324 (2024) 012099 IOP Publishing doi:10.1088/1755-1315/1324/1/0120995 road near the school's location.The workshop offers free services to all school members and the surrounding community.
The types of services carried out on the day were: changing the engine oil and tuning the engine of the motorcycles.The industry partners were SPS Motor and Hoda AHM, SPS Motor provided the senior mechanics and Honda AHM provided the engine oil for the motorcycles.All repairs were conducted by the students in this TEFA supervised by the senior mechanics from SPS Motor.The mobile workshop turned out to be successful and customers requested the event to be held regularly.
The workshop was named GeLis ES.As a result, many people in surrounding area also requested to mobile workshop to come to their communities.The idea of mobile workshop as an event-based workshop seemed to be an ideal mode at the time.This semi-mobile model was sufficient considering the size of the mechanic team and the resources the school had.

GeLis ES as the energy efficient TEFA model
The mobile workshop model was called GeLis ES.GeLis ES stands for Gerobak Listrik Energi Surya (electrical cart with solar energy).Figure 2 showed the design of GeLis ES.During the launch of the mobile workshop, other students and members of the school conducted the observational study to enquire the needs of the customers.This ethnographic approach was conducted by offering the customers, who were waiting their motorcycles to be fixed, several services.These services included: charging their smartphones and offering the customers beverages.It was recorded that most customers needed their phones to be charged and received the offer immediately.Meanwhile, customers did not immediately accept the mineral water in cups offered by the students.Interestingly, the customers preferred to order hot coffee provided by the students.The customers only had to pay for the sachets of instant coffee while customers could have hot water and plastic cups free.The result of this observation was used as a business idea, which combined the innovative side of a one-stop workshop and a sustainable vendor.The model was called GeLis ES.GeLis ES stands for n Gerobak Listrik Energi Surya (electrical cart with solar energy).Figure 2 showed the design of GeLis ES.  e.One 100 AH battery and battery cables, as illustrated in Figure 5 f.One meter of PV 2x14 awg cable, and g.MC4 & SCC sockets h.Also, grinder, drill, electric welding machine, and measuring tapes were used to assemble the parts.The assembling of solar-panelled cart was done in four stages: • First, cutting the irons according to the size identified in the blueprint (Figure 2).• Second, connecting pieces of irons to make a frame for the cart.
• Third, cutting the iron plates for the sides of the cart and exterior cornice to cover the upper part of the cart accordingly.• Fourth and last stage was to install the solar panel and cabling at the roof part of the cart.In the final stage all parts were assembled, and the solar panels were tested.It was always important also to secure the cabling to avoid the electric current hazards that might occur.The cart could fully function as a coffee cart while using its source of energy from the solar panels.The energy was used for the mobile devices charging stations, hot water dispenser, and lighting.When the cart is fully functioning, the solar panel could channel energy to the charging station and to the electric water dispenser.The functions could serve the needs of the customers.With the innovative approach to the mobile workshop; it was hoped that more people could be attracted to the workshop.GeLis ES was an integrated model of TEFA, combining a mobile workshop with a solar panel cart as its annex.Whenever the mobile workshop was set up, solar panel cart would also follow to provide its service.The cart functions as a supplementary service to the workshop.Most importantly, the cart provides sustainable income because it does not take any resources from the motorcycle workshop, making it very efficient and independent to operate.

Sustainability and success of the TEFA model
The strategy to create an entrepreneurship model for the solar-panel workshop had been seen as successful from various aspects.This was because apart from providing services to fix the motorcycles, the workshop was also providing other services for motorcycle owners.These other facilities included free mobile charging outlets for mobile phones and friendly priced hot and cold beverages.The entrepreneurial dimension for the workshop enabled the TEFA to be sustainable.The income would also ensure the business to run smoothly, including to cover other fees, such as cleaning and promotions.It was observed that most customers needed their phones to be charged and received the offer immediately.Meanwhile, customers did not immediately accept the mineral water in cups offered by the students.Interestingly, the customers preferred to order hot coffee provided by the students.The customers only had to pay for the sachets of instant coffee while customers could have hot water and plastic cups free.The result of this observation was used as a business idea, which combined the innovative side of a one-stop workshop and a sustainable vendor.
From educational aspect, the strategy used in the form of teaching factory was planned and executed well.The teaching factory was created to achieve school's development program PPS have been drawn up and to implement systematic activities and measurable achievements.For the implementation of the program involves the whole school residents.The solar-panelled workshop was a comprehensive learning and hands-on application of knowledge in Bicycle Engineering and Business Expertise courses.Students could develop their own products and services in the teaching factory.Students could apply their creativity to vary services provided in the workshop and to have more marketability experiences.In the aspect of empowering the society, the program had offered opportunities for the people at Pringgabaya.The community surrounding the vocational school perceived opportunities offered by the school as applicable to the people in the area.This is because the mechanics from the workshop worked alongside the people in the neighbourhood to offer their motorcycle service business.People in the community had the opportunity to run the café or selling food to customers.This means the workshop did not only look for the profit for themselves but also allow the people surrounding the school to benefit from the business initiative.
From the aspect of stakeholders' satisfaction, the solar-panelled workshop created a sustainable business collaboration.Partner motor company which initially contributed to the school's onsite teaching factory could take the collaboration outside the school's premises.This was because the mobile workshop allowed the company to contribute more to the education and through wider contact with customers.The emerging of the mobile workshop channelled information to the company about the real customers' problems, needs, and the emerging creativity such as ideas in developing the type of service and motorcycle products.As a result, there were more partners offering collaborations having been informed of the mobile workshop.These industrial partnerships with the school created lively ambience to learning and making vocational education to be more attractive for industrial partnership.Parents and society also looked at the mobile workshop initiative as both creative and artistic value to the future professions of the school's graduates.People at the community looked at vocational education as having more prospects into making one own's living.This view had increased the selling value of vocational education to the community.
However, there was a limitation of time during the program implementation.It was reported that using time effectively as equally vital as making innovative changes to the workshop activities.Designing the program was seen as the biggest challenge encountered during implementation.In effect, the participation of existing committees or resources was necessary and full commitment of both students and instructors were equally important for maximized results in the program.A fully committed team had been seen as key success in this program.This work ethic had also believed to have minimized problems encountered in the implementation of activities.It had also brought the best solution in emerging problems.Ability to quickly make decisions and re-planning or rescheduling was deemed necessary.There were times where the workshop team were under the circumstances which was not ideal, such as in bad weather.In such situation the team had been able to prepare alternative solution accordingly, and to generate power for the workshop.

Conclusion
This paper has presented a model for energy efficient mobile workshop for vocational schools.This model amalgamated the roles of learning through practice, which is the core element of teaching factories in vocational education.The model was also proven to be followed by other schools, since the model employed a cart mechanism, which was easy and economical to be assembled.In the future, studies could benefit from alternative energy other than solar panels, for alternate energy efficient mobile workshop.Such energy sources would match the geographical and natural conditions of the vocational schools (e.g.wind or water currents).
The model provided a possible alternative to educational institutions applying sustainable technologies.This present study successfully showed the potential for vocational institutions not only to enable the practice of knowledge but also to provide solutions to the communities.The solutions included sustainable energy and entrepreneurial endeavours.By presenting the possible solutions, education functions not only as powerhouse for knowledge but also for community empowerment.
The study was limited to a particular form of vocational education practice in a specific location in Indonesia.Further studies could include application of other knowledge and technologies in vocational education and practice-oriented educational institutions.Studies on different areas of Indonesia and other regional countries practising vocational education would also be beneficial in creating more sustainable communities.

Figure 2 .
Figure 2. The design of GeLis ESThe solar energy cart functions as charging station for smartphones or mobile devices owned by the customers.The cart also is designed to be a mobile café, offering coffee and other beverages.The cart consisted of: a. Iron framed cart.Iron frames were preferred because it needed to provide sturdy support for the solar panels.b.Two roofing materials to provide base for the solar panels.c.Two solar modules, each with 100 Wp, as seen in Figure3

Figure 3 .Figure 4 . 5 .
Figure 3. Solar module of GeLis ES SMK Negeri 1 Pringgabaya has seven study programs, which are: Automotive Engineering, Electronics Engineering, Computer Engineering and Informatics, Mechanical Engineering, Renewable Energy Engineering, Electricity Engineering and Construction and Property Engineering.Its flagship program at present is the Renewable Energy Engineering.Meanwhile, its Automotive Engineering is its first opened program and most well-known.The Automotive Engineering is well known in Pringgabaya and throughout Lombok.Students enrolling to this program