Developing Model of Vocational Skill Learning Management to Prepare Mild Mentally Retarded Children in Entering the World of Work.

rejokirono rejokirono

Abstract


This study aims: (1) to map the practice of skill learning management in several special schools recently; (2) to gain information of things needed in developing the skill learning model (3) to create vocational skill learning management model to prepare mild mentally retarded in entering the world of work; (4) and to find out information of the model effectiveness.

 

               The design of this research and development broadly comprises three phases: (1) the preliminary study covering the literature study, the arena study, questionnaire distribution and need analysis through the FGD with 30 headmasters, 102 teachers and 33 parents from 33 special schools in Yogyakarta as the research subject; (2) the model development including the formulation of the model, validation of the model draft by 14 practitioners (headmaster and teacher) and 10 experts, and the revision of the model; and (3) the limited testing by 6 practitioners, the small group testing by 12 practitioners, the extended testing by 33 practitioners, and final model revision. Data analysis uses descriptive statistical analysis techniques and descriptive qualitative analysis.

 

               The results show that: 1) the practice of vocational skill learning management in special schools recently outlining following evidences (a) the skill material is not appropriate to the needs of DUDI (World of Business and Industry), (b) study group classification is based on the class grade , (c) thematic learning approach is in line with the skill themes, (d) the use of drilling methods, (e) learning evaluation is oriented on the result, (f) has not organized field practice (PKL) and job training yet, (g) schools have not established cooperation with parents and DUDI yet, and (h) the headmasters have not fully implemented the management function. 2) the needs of model development are (a) vocational skill material selection based on the need of DUDI; (b) study group classification based on the types of skill; (c) thematic learning approach based on the skill themes; (d) the use of drilling methods; (e) learning evaluation on the process and result; (f) organizing field practice and job training; (g) establishing cooperation with parents and DUDI; (h) the charismatic headmasters who have a lot of ideas are able to implement the function of management in vocational skill learning.  The result of model content testing reaches 4.5 (89.98%) in very good category and the result of model applicability testing reaches the score of 4.70 (94.07%) in very good category. 


Full Text:

PDF

References


Abtahi, M.S., Naraghi, M.S., Shariatmadari, A., et al. (2010). The role of job empowerment in the hight school vocational curriculum for the trainable mentally retarded male student in Iran. Middle-East Journal of Scientific Research 6 (5): 517-531.

American Psichiatric Assosiation (2013), Diagnostic and statistical manual of mental disorders (DSM-5). Arlington: British Library.

Beerel, A. (2010). Leadership and change management. London: Sage Publications.2

Bigby, C., & Fyffe, C. (2011). Service and families working to support adults with intellectual disability. Held on Thursday 29 November, 201.

Borg, W.R., & Gall, M.D. (1983). Educational research. New York: Longman Inc.

Edward M.L., & Eric J.P. (10 Januari 2015). Preparing students with disabilities for school-to-work transition and postschool life. Diakses tanggal 10 Januari 2015, dari http://www.nasponline.org/resources/principals/ Transition%20Planning%20WEB.pdf.

Endang Supartini, Tin Suharmini & Yuliyati (2010). Pengembangan model pendidikan kecakapan hidup bagi anak tunagrahita di Sekolah Luar Biasa DIY. Jurnal Jassi anakku Vol. 9 Nomor 1, Juni 2010.

Endang Supartini, Tin Suharmini & Purwandari (2012) Pengembangan model pendidikan kecakapan hidup bagi anak tunagrahita di SLB DIY. Jurnal Assesmen dan Intervensi Anak Berkebutuhan Khusus ISSN 1412-9337.

Fasli Jalal. (2011, Juni, 02/II). Sekolah harap peka terhadap kebutuhan dunia kerja. Diknas, 02, 10-13.

Husaini Usman. (2016). Manajemen: Teori, praktik dan riset pendidikan. Jakarta: Bumi Aksara.

Ibnu Syamsi. (2010). Membuka peluang berwirausaha untuk pemberdayaan anak berkebutuhan khusus. Jurnal Pendidikan dan Kebudayaan Balitbang Kemdiknas Vol. 16 Edisi Khusus I, ISSN 0215-2673.

Indah Saraswati. (2012). Peran dunia usaha terhadap pendidikan praktik kerja industri. Jurnal Ilmiah IKIP Veteran Semarang Prodi Pendidikan Teknik Mesin Otomotif, GARDAN, Vol 2. No. 2. Diambil tanggal 5 Februari 2015.

Mumpuniarti. (2006). Manajemen pembinaan vokasional bagi tunagrahita di sekolah khusus tunagrahita. Jurnal Pendidikan Khusus (JPK) Vol. 2 No 2, Nopember 2006, ISSN 1858-0998.


Refbacks

  • There are currently no refbacks.


JURNAL ANALITIKA
Program Studi Magister Psikologi, Pascasarjana Universitas Medan Area
Jalan Setia Budi No. 79 B, Tj. Rejo, Medan Sunggal, Kota Medan, Sumatera Utara 20112 http://ojs.uma.ac.id/index.php/analitika dan Email: analitika@uma.ac.id
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License