Manajemen pendidikan Anak Berkebutuhan Khusus di berbagai belahan dunia, diorientasikan pada kecakapan hidup (life skill) untuk menghantarkan pada kemandirian. Dukungan Pemerintah dalam mencapai tujuan tersebut adalah memberikan kesempatan yang luas dalam pendidikan dan lapangan pekerjaan yang di payungi oleh Undang-Undang nomor 8 tahun 2016 tentang Penyandang Disabilitas menyatakan bahwa perusahaan swasta wajib mempekerjakan 1% penyandang disabilitas. Peluang ini menjadi sebuah tantangan dan tuntutan bagi pengelola pendidikan SMALB untuk mengsinkronkan antara kurikulum, proses pembelajaran dan standar kebutuhan DUDI. Salah satu sekolah yang responsif terhadap peluang tersebut adalah SMALB Subang, dimana lulusannya banyak terserap dunia kerja. Tujuan penelitian ini adalah analisis model manajemen pendidikan life skill pada anak berkebutuhan khusus yang berorientasi pada kemandirian dan keterserapan DUDI dengan jenis penelitian dan pengembangan (Research and Development) dari Borg Gall. Data dihimpun melalui studi dokumentasi, observasi dan wawancara dengan kepada sekolah, tenaga pendidik, perusahaan,orang tua siswaserta di validasi melalui Focus Group Discussion. Hasil penelitian menunjukkan bahwa manajemen pendidikan life skill, disusun melalui (1) perencanaan (planning) berdasarkan analysis and need assessment, (2) pelaksanaan (actuating) melalui ekstra kurikuler, program kemandirian, magang dan basic training di lembaga pelatihan dan/ DU/DI, (3) dan evaluasi (evaluating) oleh sekolah dan DU/ DI. Kesimpulan menunjukkan manajemen pendidikan life skill pada anak berkebutuhan khusus di SMALB Subang menempatkan sekolah sebagai sarana proses pembelajaran dan pemasaran lulusan dengan jalinan kerjasama antara sekolah, pemerintah, masyarakat dan DUDI.
Life skill development is very necessary to equip students to be able to live independently in the future, but there is no clear scheme regarding life skills education management, especially for students with disabilities. The purpose of this research was to develop a life skill education management model based on vocational for students with disabilities to be ready for work in the Business/ Industry. This type of research uses R & D cycle from Borg & Gall. Data collection was carried out through documentation studies, observations and in-depth interviews involving schools, PT Subang Autocomp Indonesia and parents of students and the validation of the research was conducted through Focus Group Discussion. The last, a limited trial was applied to two schools in Subang, namely SLB Waliwis Putih and SLBN Trituna. Research results shown that the management of life skills education for students with disabilities is arranged through (1) planning based on analysis and need assessment, (2) the implementation is carried out through school independence programs, basic training in training institutions and/or companies and internships in the Business/Industry world, (3) and evaluation is carried out through skills testing at school and the workplace by the Business/ Industry. The conclusion shown that the life skill education management model based on vocational that organized and synergistic can be equip students with disabilities for work. Therefore, this life skill education management model can be a solution in the development of life skills for students with disabilities.
The implementation of life skills management carried out by schools for students with disabilities has a difference between one school and another, in this article we will analyze the comparison of the implementation of life skill management for students with disabilities in State Special Schools and private Special Schools. The study was carried out at State Special Schools and private Special Schools in Sukabumi District with 10 respondents for each school consisting of the principal, the vice principal of the curriculum section, teacher and school committee. The approach taken was a mixed method. The questionnaire was used to see the uniformity of opinion of the academic community in each school and to deepen the research data conducted interviews, observations and documentation studies in answering how to analyze the implementation of life skills education management in State Special Schools and private Special Schools. . The results showed that there were differences in life skills management between SLBN and SLBS, another finding was disagreement of opinions among the academic community in each school regarding life skills education management through its principles, namely planning, organizing, implementing and evaluating. The recommendation put forward that all academics must have the same understanding regarding life skills education management.
The present study was carried out to draw attention on the management of school collaboration in implementing life skills education for students with disabilities. This is because the resources possessed by educational institutions are very limited, thus the synergy of school with the community becomes an undeniable matter. In sum, research and development in the current project uses what has been developed by Borg and Gall. Data collection is done through document analysis, observation and in-depth interviews with special needs schools, companies and parents of students with disabilities. The model validation was carried out through a Focus Group Discussion involving several special needs schools in Subang; SLBN Subang, Waliwis Putih and SLB Trituna, PT Subang Autocomp Indonesia, Manpower and Transmigration Office, Education Office, and home industry owners. As well, limited testing of model feasibility was applied to two special schools in Subang namely SLB Waliwis Putih and SLB Trituna. The findings disclosed that the management of school collaboration in implementing life skills education for students with disabilities was compiled through planning, actuating and evaluation in various educational activities involving schools, business or industry and society. Based on results obtained in this line of research, it can be concluded that the implementation of life skills education for students with special needs has met the criteria of success in promoting synergistic cooperation among the school, business or industry and society.
An educator or teacher must have adequate ability to use digital technology and communication tools to access, use, and even evaluate digital-based learning processes. This ability is referred to as the digital competence of a teacher in training his students to build new knowledge actively and creatively, which is very closely related to the lives of Generation Z who are active students today. The purpose of this study is to analyze the Digital Literacy Competence of Elementary School Teachers on Teacher Learning Management in Gandapura District. The sample in this study were elementary school teachers with thematic learning. The technique of data analysis through data reduction is by selecting every incoming data through observation, interviews, and documentation which are then summarized and selected according to the indicators needed. The findings of this study are that public elementary schools in Gandapura District have teachers who understand digitalization with low, medium, and high levels of understanding. So, it can be concluded that the digital competence of teachers has a good contribution to the development of effective and efficient teacher learning management. Teachers' digital literacy competencies can create student enthusiasm and harmony between teachers and students in the class on thematic lessons, especially science which is usually more difficult for students.
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