Environment-Based Teaching Factory Learning through Modified Cassava Flour Production for Students with Mild Intellectual Disabilities
DOI:
https://doi.org/10.35445/alishlah.v18i3.10049Keywords:
teaching factory, vocational learning, mild intellectual disabilities, mocaf flour production, special educationAbstract
Vocational education for students with mild intellectual disabilities requires contextual learning that accommodates their individual abilities and support needs. This study explored the implementation of environment-based teaching factory learning through modified cassava flour (MOCAF) production, focusing on instructional practices, family involvement, school support, and implementation challenges. A qualitative case study was conducted at a special school in Indonesia, involving one student with mild intellectual disabilities, the student's mother, a vocational teacher, and the school principal. Data were collected through observations, semi-structured interviews, and document analysis. Data analysis followed the interactive model of Miles et al., incorporating data condensation, display, and conclusion drawing, with source and method triangulation to strengthen credibility. MOCAF production provided structured vocational activities involving sequential production procedures. Repeated demonstrations, visual guidance, and practical exercises appeared to facilitate student participation, although assistance remained necessary during tasks requiring precision and procedural consistency. Family involvement primarily consisted of supervision, encouragement, and emotional support, while school support included assessment, instructional materials, facilities, and teacher guidance. Major challenges included limited independent task performance, insufficient home-based practice opportunities, and restricted access to specialized vocational instructors. Environment-based teaching factory learning through MOCAF production offers a contextual approach to vocational education for students with mild intellectual disabilities. The findings highlight the importance of coordinated family–school support and individualized instruction while emphasizing the context-specific nature of single-case evidence.
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