Manajemen Program Keterampilan (Vokasi) Bagi Anak Berkebutuhan Khusus (Abk) Di SLBN-1 Palangka Raya

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan Manajemen Program Keterampilan (Vokasi) bagi Anak Berkebutuhan Khusus (ABK) di SLBN-1 Palangka Raya. Metode penelitian menggunakan deskriptif kualitatif. Hasil penelitian yaitu pada Perencanaan program Vokasi dimulai dari struktur kurikulum, kebutuhan dasar yang disusun oleh guru-guru dalam Silabus dan Rencana Pelaksanaan Pembelajaran (RPP). Pelaksanaan program Vokasi sudah sangat baik dengan kegiatan pembelajaran sesuai perencanaan dan guru selalu mendampingi dan membimbing peserta didik dalam pelaksanaannya sampai memiliki kemampuan menghasilkan suatu produk yang berkualitas. Peserta didik yang dianggap mampu akan melaksanakan praktik magang selama satu bulan pada dunia usaha/dunia industri ataupun di instansi pemerintah/swasta melalui MoU yang sudah terjalin. Hal lain yang mendukung pelaksanaan program ini yaitu dukungan dari berbagai pihak baik pemerintah pusat, pemerintah daerah, dan masyarakat. Evaluasi program sudah baik, dibuktikan dengan adanya evaluasi dan pengawasan oleh kepala sekolah serta guru-guru telah melaksanakan evaluasi dari praktik mandiri di kelas sampai praktik magang. Abstract: TThis study aims to describe the Management Skills (Vocational) Program for Children with Special Needs in SLBN-1 Palangka Raya. The research method used qualitative descriptive from primary and secondary data sources. Data collection used techniques: interviews, observation and document study. Data analysis using interactive data analysis, including: data reduction, data presentation and drawing conclusions. The results show that: (1) Vocational program planning starts from the curriculum structure, the basic needs compiled by the teachers in the syllabus and lesson plans (RPP); (2) The implementation of the Vocational program has been very good with learning activities according to planning and the teacher always accompanies and guides students in its implementation until they have the ability to produce a quality product; (3) Program evaluation is good, as evidenced by the existence of evaluation and supervision by the principal and teachers who have carried out evaluations from independent classroom practice to apprenticeship practice.

Implementation of Vocational Skills Program for Intellectual Disabilities: Evaluation Study with CIPP (Context, Input, Process, Product)

“…Case studies have a special place in evaluation research (Patton, 1980;Cronchbach, et.al, 1980;Guba & Lincoln, 1981). Case studies can also be used in evaluation research with the application of causal linkages in life interventions, describing the life context in which the intervention has occurred, descriptive of illustrative case studies, journalism about interventions, exploring situations where the intervention being evaluated does not have a clear structure (Schwartz & Jacobs, 1979;Van Maanen, Dabbs, Faulkner, 1982). A case study is a qualitative strategy in which the researcher conducts an in-depth exploration of a program, event, activity, and process, against one or more individuals (Creswell, 2009).…”