PELAKSANAAN PEMBELAJARAN KETERAMPILAN VOKASIONAL LAUNDRY ANAK TUNAGRAHITA DI SLB NEGERI 1 YOGYAKARTA

Abstract

Abstrak
Penelitian ini bertujuan untuk mendeskripsikan pembelajaran keterampilan vokasional laundry pada anak tunagrahita di SLB Negeri 1 Yogyakarta. Penelitian ini merupakan penelitian dengan pendekatan kualitatif dengan jenis deskriptif. Subyek penelitian adalah guru keterampilan vokasional laundry dan siswa tunagrahita kategori sedang kelas XII dan siswa kategori ringan kelas IX dan di SLB Negeri 1 Yogyakarta. Pengumpulan data menggunakan teknik observasi, wawancara, dan dokumentasi. Instrumen yang digunakan yaitu pedoman observasi dan pedoman wawancara. Analisis data dilakukan dengan teknik reduksi data, penyajian data, dan menyimpulkan. Adapun hasil penelitian yang menunjukan bahwa: (1) Pembelajaran keterampilan vokasional laundry pada siswa tunagrahita di SLB Negeri 1 Yogyakarta memuat beberapa komponen pembelajaran, dimana tujuan pembelajaran antara lain: meningkatkan keterampilan siswa tunagrahita dalam melakukan suatu pekerjaan khususnya laundry yang sesuai dengan minat, kemampuan dan kebutuhan masyarakat. Komponen materi pembelajaran yang diajarkan pada siswa tunagrahita berupa, alat dan perlengkapan serta bahan laundry, jenis- jenis bahan kain, dan tahap- tahap laundry berdasar buku panduan laundry . Selain itu, kegiatan belajar mengajar meliputi kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Metode pembelajaran yang digunakan guru merupakan perpaduan metode pembelajaran yaitu metode ceramah, tanya jawab, metode demonstrasi, metode latihan (drill), dan metode penugasan. Guru menggunakan beberapa media dalam mengajarkan pembelajaran keterampilan vokasional laundry meliputi media konkrit/media nyata dan media youtu beberupa video pengerjaan tahap laundry. Evaluasi yang dilakukan guru dalam pembelajaran keterampilan vokasional laundry meliputi evaluasi proses pembelajaran, evaluasi tes dan evaluasi non tes. Evaluasi tes berupa tes lisan dan tes perbuatan sedangkan evaluasi non tes berupa pengamatan. (2) Kemampuan yang dimiliki anak tunagrahita dalam melaksanakan tahapan kegiatan laundry dapat melakukan instruksi yang diberikan guru pada saat proses pembelajaran dan mampu melakukan tiap tahap laundry meliputi: mempersiapkan alat dan bahan, memilah pakaian, pencucian, setrika pakaian bersih, dan bahan baku.
Kata Kunci: Pembelajaran, program vokasional laundry , anak tunagrahita

Abstract
The research aimed to discribe about learning skills of the vocational laundry for children with Intellectual Disabilities at SLB Negeri 1 Yogyakarta. This research was a qualitative research with descriptive method. The subjects of the research were vocational teacher and children Intellectual Disabilities students at SLB Negei 1 Yogyakarta.. The data collections were observation and interview techniques. Instrumens used are observation guidelines and interview guidelines. Data analiysis was conducted with data reduction techniques, data presentation, and conclusion.The results of the research show: (1) The learning of laundry vocational skills for students with Intellectual Disabilities at SLB Negeri 1 Yogyakarta included several components of learning, which aimed to improve the skills of students with Intellectual Disabilities in doing a job, especially the laundry, according to their interests, abilities and community needs. The components of the learning material that were taught to students with Intellectual Disabilities such as tools and equipments, and also laundry materials, the types of fabric, and the laundry stages based on the laundry’s guide. Moreover, the teaching and learning activities for students with Intellectual Disabilities included preliminary activities, core activities, and closing activities. The learning method used by the teacher was a combination of learning methods such as lecture method, discussion, demonstration method, training method (drill), and assignment method. Teacher used several media to teach the vocational laundry skills like concrete media / real media and youtube media. The evaluation which was carried out by the teacher in learning vocational laundry skills included evaluating the learning process, evaluating tests and evaluating non-tests. Test evaluation did in the form of oral test and practice test, whereas the non-test evaluation was done through in some observation. (2) The student with Intellectual disabilities have abilities to do the stages of laundry activities. They could carry out instructions which were given by the teacher during the learning process and also be able to do each stage of laundry, such as: preparing tools and materials, sorting clothes, washing, ironing the clean clothes, and raw materials.

Keyword : Learning, Laundry Vocational Skills, Children with Intellectual Disabilities