Perubahan Kemampuan Siswa Tunagrahita Pasca Mengikuti Praktik Facial pada Program Vokasi Salon dalam Perspektif Pendamping di Sekolah Luar Biasa Negeri Branjangan Jember

Abstract

Program vokasi merupakan salah satu bentuk layanan pendidikan bagi siswa tunagrahita yang bertujuan mengembangkan keterampilan praktis sekaligus mendukung peningkatan keberfungsian sosial. Salah satu program yang diterapkan di SLBN Branjangan Jember adalah praktik facial pada vokasi salon. Selain membekali keterampilan kerja, kegiatan ini memberikan kesempatan kepada siswa untuk belajar berkomunikasi, bekerja sama, mengikuti aturan, dan meningkatkan rasa percaya diri melalui aktivitas praktik yang dilakukan secara berulang dan terstruktur. Penelitian ini bertujuan mendeskripsikan perubahan kemampuan siswa tunagrahita pasca mengikuti praktik facial pada program vokasi salon berdasarkan perspektif pendamping di SLBN Branjangan Jember. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Informan ditentukan menggunakan teknik purposive sampling, terdiri atas tiga informan pokok, yaitu kepala sekolah, kepala jurusan tunagrahita, dan guru pendamping, serta tiga informan tambahan, yaitu siswa tunagrahita yang mengikuti program vokasi salon. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan teknik kondensasi data, penyajian data, serta penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa praktik facial dilaksanakan melalui pembelajaran yang konkret, bertahap, dan berulang sesuai karakteristik siswa tunagrahita. Berdasarkan perspektif pendamping, program ini memberikan perubahan positif pada kemampuan siswa, yang ditunjukkan melalui peningkatan keberanian berkomunikasi, kemampuan bekerja sama, kepatuhan terhadap aturan, tanggung jawab dalam menyelesaikan tugas, serta meningkatnya rasa percaya diri dan kemandirian dalam kegiatan praktik. Keberhasilan program didukung oleh pendampingan guru yang konsisten, lingkungan sekolah yang mendukung, serta pembiasaan praktik secara berkelanjutan.

Vocational education is a form of educational service for students with intellectual disabilities that aims to develop practical skills while enhancing their social functioning. One of the vocational programs implemented at SLBN Branjangan Jember is facial treatment practice within the salon vocational program. In addition to equipping students with vocational skills, this activity provides opportunities to develop communication, cooperation, rule compliance, and self-confidence through structured and repetitive practical learning. This study aims to describe changes in the abilities of students with intellectual disabilities after participating in facial treatment practice from the perspective of their companions at SLBN Branjangan Jember. This study employed a descriptive qualitative approach. Informants were selected using purposive sampling and consisted of three key informants, namely the school principal, the head of the intellectual disability department, and a companion teacher, as well as three additional informants who were students with intellectual disabilities participating in the salon vocational program. Data were collected through observation, interviews, and documentation, and were analyzed using data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation and technique triangulation. The findings indicate that facial treatment practice was implemented through concrete, gradual, and repetitive learning activities tailored to the characteristics of students with intellectual disabilities. From the companions' perspective, the program contributed to positive changes in students' abilities, including improved communication, cooperation, compliance with rules, responsibility in completing assigned tasks, increased self confidence, and greater independence during practical activities. The success of the program was supported by consistent teacher guidance, a supportive school environment, and continuous practical habituation.