Metode Explicit Instruction dalam Keterampilan Vokasional Peserta Didik Tunagrahita Ringan

Explicit Instruction Methods in Vocational Skills of Mild Mentally Disabled Students

Tujuan penelitian ini untuk mendeskripsikan metode explicit instruction dalam keterampilan vokasional peserta didik tunagrahita ringan. Metode yang digunakan Systematic Literature Review (SLR) yang mengidentifikasi, mengevaluasi, dan mengkaji data 15 literatur yang diperoleh melalui pencarian sumber data literatur  secara online yaitu Google Scholar, Scopus, Garba Rujukan Digital, dan terakreditasi SINTA yang telah memenuhi kriteria. Teknik analisis data menggunakan pendekatan deskriptif kualitatif dengan melakukan reduksi data, penyajian data sampai penarikan kesimpulan. Hasil analisis menunjukkan metode explicit instruction berperan penting pada peserta didik tunagrahita ringan dengan menekankan komponen utama untuk  memfasilitasi pelaksanaan keterampilan vokasional yang meliputi  (1) guru memfokuskan pada peserta didik, (2) chunking atau pembagian materi secara terstruktur, (3) partisipasi peserta didik dalam kegiatan keterampilan vokasional, (4) respon dan timbal balik positif peserta didik dalam menguasai keterampilan vokasional secara mandiri melalui penilaian autentik. Artinya bahwa metode explicit instruction yang terstruktur dapat membantu keterampilan vokasional pada peserta didik tunagrahita ringan.

Kata Kunci: Explicit instruction, Systematic Literature Review, Tunagrahita, Keterampilan Vokasional.

The purpose of this study is to describe the method of explicit instruction in vocational skills with mild mental retardation students. The method used is the Systematic Literature Review (SLR) which identifies, evaluates, and examines 15 literature data obtained through an online search for literature data sources, namely Google Scholar, Scopus, Digital Reference Garba, and accredited by SINTA that has met the criteria. Data analysis technique used a qualitative descriptive approach by reducing data, presenting data to draw conclusions. The results of analysis show that the explicit instruction method has an important role in mild mentally retarded students by emphasizing the main components to facilitate the implementation of vocational skills that include (1) teachers focus on students, (2) chunking or structured distribution of material, (3) student participation in vocational skills activities, (4) responses and positive feedback from students in mastering vocational skills independently through authentic assessment. This means that the structured explicit instruction method can help vocational skills in mild mentally retarded students.

Keywords: Explicit instruction, Systematic Literature Review, Mentally Disabled, Vocational Skill.