Problems of Automotive Vocational Teaching-Learning Process for Students with Mild Intellectual Disability (MID)
Students with Mild Intellectual Disability is given automotive vocational training in the hopes that it will grow as a useful skill that will be beneficial for them in the future. This research was conducted to: (1) describe the problems in creating course outline for automotive practice for students with Mild Intellectual Disability (hereafter will be referred as MID), (2) describe the problems that arise in teaching automotive practice for students with MID, (3) describe the problems that arise in grading the students with MID. This research falls within the qualitative research category with case study design. The data were collected by way of observation, interview, and documentation study. Data trustworthiness was achieved by conducting triangulation. The data were analyzed by way of reducing data, presenting data, and drawing conclusion. The research results show that there are problems in the process of teaching automotive practice for students with MID. The problems are as follows: lesson plans of vocational automotive classes have not implemented K13 yet and the objectives of vocational automotive teaching in the syllabus are not specific as per ABCD model. The process of vocational teaching for students with MID still has a lot of issues, especially when it comes to the core of the teaching itself. Such issues arise due to the fact that job sheets are not yet available, along with the learning media as well as the correct strategies in teaching the students with MID. Additionally, the grading system for students with MID is still not authentic and is adjusted based on the characteristics of each student.