Three Center of Education on A Vocational Learning Approach Based on Local Wisdom in Special Schools in Bali Province
DOI:
https://doi.org/10.57142/picsar.v3i1.545Keywords:
Three Centers of Education, Vocational skills, Local Wisdom, Special SchoolsAbstract
An ideal vocational learning program should be designed considering the learners' residential environment. This research focuses on implementing the Three Centers of Education concept in vocational learning based on local wisdom in Special Schools in Bali Province. The study employed a descriptive research method with a qualitative approach and was conducted through interviews with eight informants from two Special Schools in Bali Province. The findings illustrate that vocational skills learning based on local wisdom, specifically in weaving Endek fabric and coconut shell crafts in Bali, involves various stakeholders, including schools, parents, and the community. This skills-based learning imparts practical skills and reflects local wisdom and the school's commitment to preserving it. Furthermore, efforts to ensure program sustainability, introduce innovation, and enhance the quality of learning signify the school's long-term perspective in continuing to impact the future lives of the learners positively.
References
Ballo, J. G. (2020). Labour Market Participation for Young People with Disabilities: The Impact of Gender and Higher Education. Work, Employment and Society, 34(2), 336–355. https://doi.org/10.1177/0950017019868139
Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779
Devereux, P. G., Bullock, C. C., Gibb, Z. G., & Himler, H. (2015). Social-ecological influences on interpersonal support in people with physical disability. Disability and Health Journal, 8(4), 564–572. https://doi.org/10.1016/j.dhjo.2015.05.002
Dewi Pebryani, N., Ratna C.S, T. I., Rai Remawa, A. A., & Radiawan, I. M. (2022). Transformasi Digital pada Budaya Tradisi Menenun Endek. Mudra Jurnal Seni Budaya, 37(1), 78–85. https://doi.org/10.31091/mudra.v37i1.1886
Epstein, J. L. (2018). School, Family, and Community Partnerships. Routledge. https://doi.org/10.4324/9780429493133
Fujino, H., & Sato, N. (2022). Career path support for special needs students with social, emotional, and behavioural difficulties in middle school in Japan: a qualitative study. Humanities and Social Sciences Communications, 9(1), 298. https://doi.org/10.1057/s41599-022-01319-w
Gargiulo, M. R., & Buock, C. E. (2019). Special Education in Contemporary Society: An Introduction to Exceptionality. SAGE Publications, Inc.
Gregorcic-Mrvar, P., & Mazgon, J. (2017). The role of the school counsellor in school-community collaboration: The case of Slovenia. International Journal of Cognitive Research in Science, Engineering and Education, 5(1), 19–29. https://doi.org/10.5937/IJCRSEE1701019G
Hasanah, K. W., Susetyo, B., & Aprilia, I. D. (2022). Local Wisdom-Based Vocational Education Program for Special Needs Students. Multicultural and Diversity, 1(1), 25–33. https://doi.org/10.57142/md.v1i1.15
Hendrayati, H., Suryadi, E., Mulyani, H., & Furqon, C. (2022). Coe TVET Model Development in Economics and Creative Business in Vocational School. Quality - Access to Success, 23(189). https://doi.org/10.47750/QAS/23.189.05
Henry, L. M., & Bryan, J. (2021). How the Educator–Counselor–Leader–Collaborator Creates Asset-Rich Schools: A Qualitative Study of a School–Family–Community Partnership. Professional School Counseling, 24(1_part_3), 2156759X2110119. https://doi.org/10.1177/2156759X211011907
Hornby, G. (2021). Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School? Education Sciences, 11(6), 304. https://doi.org/10.3390/educsci11060304
Hove Langdal, T. (2023). Schoolteachers’ experiences of knowledge sharing when teaching new education programs. Journal of Workplace Learning, 35(7), 585–598. https://doi.org/10.1108/JWL-10-2022-0135
Jauhari, M. N., Irvan, M., & Sunarya, P. B. (2020). Vocational Education Services in Schools for Children with Special Needs. Proceedings of the 1 St International Conference on Information Technology and Education (ICITE 2020). https://doi.org/10.2991/assehr.k.201214.315
Jaya, H., Haryoko, S., Saharuddin, Suhaeb, S., Sabran, & Mantasia. (2018). Life Skills Education for Children with Special Needs in order to Facilitate Vocational Skills. Journal of Physics: Conference Series, 1028, 012078. https://doi.org/10.1088/1742-6596/1028/1/012078
Kautz, C., Parr, J., & Petrenko, C. L. M. (2020). Self-care in caregivers of children with FASD: How do caregivers care for themselves, and what are the benefits and obstacles for doing so? Research in Developmental Disabilities, 99, 103578. https://doi.org/10.1016/j.ridd.2020.103578
Khoeriah, N. D., Nur’aeni, N., & Astuti, E. Y. (2021). Pedagogic competencies of special education teachers in develop vocational skills for students with intellectual disabilities. JPPI (Jurnal Penelitian Pendidikan Indonesia), 7(2). https://doi.org/10.29210/020211260
Leedham, A. T., Thompson, A. R., & Freeth, M. (2020). A thematic synthesis of siblings’ lived experiences of autism: Distress, responsibilities, compassion and connection. Research in Developmental Disabilities, 97, 103547. https://doi.org/10.1016/j.ridd.2019.103547
Maryanti, R., Hufad, A., Sunardi, S., & Nandiyanto, A. B. D. (2022). The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs. Journal of Engineering Education Transformations, 35(is2), 198–203. https://doi.org/10.16920/jeet/2022/v35is2/22128
Muchtarom, Moh., Budimansyah, D., & Suryadi, A. (2016). The implementation of integrated education to develop the intact personality of students. The New Educational Review, 43(1), 147–156. https://doi.org/10.15804/tner.2016.43.1.12
Pasaribu, M., & Harfiani, R. (2021). Vocational Education at Special School in North Sumatra. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1335–1347. https://doi.org/10.35445/alishlah.v13i2.641
Putra, F. W., Yusuf, A. M., & Solfema. (2020). Contribution of Self-Efficacy and Parental Support to Career Planning of Vocational Students. Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). https://doi.org/10.2991/assehr.k.200824.140
Ramadhana, N., Henie Irawati Al Muhdhar, M., & Sulistijiono, S. (2023). The existence of Malaqbiq Tau Mandar local culture to empower students’ educational character of West Sulawesi University. Jurnal Cakrawala Pendidikan, 42(3). https://doi.org/10.21831/cp.v42i3.56514
Ryökkynen, S., & Räty, K. (2022). Vocational special needs teachers promoting inclusion in Finnish vocational education and training. Nordic Journal of Comparative and International Education (NJCIE), 6(3). https://doi.org/10.7577/njcie.4838
Sefora, S., & Ngubane, S. A. (2023). Career development for students with disabilities in an open distance learning institution: A narrative inquiry. Disability & Society, 38(3), 445–459. https://doi.org/10.1080/09687599.2021.1946676
Sensus I., A. (2020). Pengembangan Potensi Anak Berkebutuhan Khusus Berbasis Pendekatan Ekologis. Yrama Widya.
Setiyadi, B., & Rahmalia, R. (2022). Implementasi Pemikiran Ki Hadjar Dewantara dalam Mengelola Lembaga Pendidikan. SAP (Susunan Artikel Pendidikan), 6(3). https://doi.org/10.30998/sap.v6i3.12017
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (25th ed.). Alfabeta.
Suparlan, H. (2016). Filsafat Pendidikan Ki Hadjar Dewantara dan Sumbangannya Bagi Pendidikan Indonesia. Jurnal Filsafat, 25(1), 56. https://doi.org/10.22146/jf.12614
Uemura, M. R. B., & Comini, G. M. (2022). Determining factors in the performance of integrated vocational education schools. Revista de Gestão, 29(2), 102–116. https://doi.org/10.1108/REGE-12-2020-0123
Yotyodying, S., Dettmers, S., & Jonkmann, K. (2020). Quality features of family–school partnerships in German schools: Measurement and association with parent–child communication about school. Children and Youth Services Review, 115, 105078. https://doi.org/10.1016/j.childyouth.2020.105078
Yuan, W., Xu, T., Liu, M., & Hu, B. (2022). Vocational Identity Status in Chinese Emerging Adults with and without Hearing Impairment: Latent Profiles and Relationships with Self-Esteem and Subjective Well-Being. International Journal of Environmental Research and Public Health, 19(21), 14473. https://doi.org/10.3390/ijerph19211447.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Proceeding of International Conference on Special Education in South East Asia Region
This work is licensed under a Creative Commons Attribution 4.0 International License.