Implementation of Vocational Skills Program in Culinary Arts: Making Martabak Telur for Grade 8 Students with Mild Intellectual Disabilities at a Special Needs School

Zahra Deswita Maharani; M Andriana Gaffar

doi:10.55227/ijhess.v5i2.1937

Authors

Zahra Deswita Maharani Universitas Islam Nusantara
M Andriana Gaffar Universitas Islam Nusantara

DOI:

https://doi.org/10.55227/ijhess.v5i2.1937

Keywords:

vocational skills, cooking, martabak telor, mild intellectual disability, independence

Abstract

This study aims to examine the implementation of a vocational cooking skills program, particularly in preparing martabak telor (Indonesian savory omelette pancake), for five students with mild intellectual disabilities in Grade VIII at a Special School (SLB). This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation study, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that: (1) program planning was systematically carried out through needs analysis, lesson plan development, the use of adaptive visual media, and parental involvement; (2) program implementation applied demonstration, learning by doing, prompting, and positive reinforcement, combined with small group learning strategies; and (3) the program had positive impacts on improving cooking skills, self-confidence, work attitudes, social skills, and students’ readiness to participate in simple economic activities. This study concludes that practice-based vocational education is effective in fostering independence and life skills among students with mild intellectual disabilities. The findings provide valuable insights for developing contextual vocational programs in other special schools.

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