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All Journal Jurnal Pendidikan Vokasi Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN JPK (Jurnal Pendidikan Khusus) Humanika : Kajian Ilmiah Mata Kuliah Umum JPTK: Jurnal Pendidikan Teknologi dan Kejuruan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia Jurnal Elemen REiD (Research and Evaluation in Education) Journal of Educational Research and Evaluation TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Southeast Asian Journal of Technology and Science
Sudiyatno Sudiyatno
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Public Health Social Sciences Other

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Between policy and practice: Assessing implementation gaps in adaptive sex education for adolescents with intellectual disabilities Ardiyanti, Nanin; Sudiyatno, Sudiyatno; Pusporini, Widowati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92214

Abstract

This study aimed to evaluate the implementation of the adaptive sex education program at SLB Negeri Manggar, the only special needs school in East Belitung Regency, Indonesia. Despite legal mandates and the recognized vulnerability of adolescents with intellectual disabilities to sexual violence and exploitation, a significant gap exists between the policy intent and the practical, standardized delivery of adaptive sex education in special schools. Challenges such as insufficient teacher training, limited parental support, and a lack of dedicated curriculum guidelines hinder effective program implementation. Using the CIPP (Context, Input, Process, Product) evaluation model, this research focused specifically on the input (educator quality, facilities, stakeholder support) and process (integration, teaching methods, material delivery) components. A mixed-methods sequential explanatory design was employed, collecting quantitative data via questionnaires from 20 students and 20 parents, and qualitative data through in-depth interviews with five teachers and one vice-principal. Results indicate that the program is well-implemented overall (process achievement score: 80%). Educator competence and facility availability were categorized as "good," and parental support scored 75.11%. However, the study identified persistent challenges, including worn teaching aids, parents' discomfort in modeling appropriate behaviors, and the need for more consistent habituation at home. The findings confirm that while the program's structure is sound, systemic gaps in training, resource renewal, and holistic stakeholder engagement remain. This evaluation provides evidence-based recommendations for enhancing program quality, ensuring it more effectively safeguards and empowers students with intellectual disabilities.
Evaluasi Kerjasama Sekolah dan Orang Tua dalam Mendukung Kemandirian Siswa dengan Disabilitas Intelektual Pratiwi, Dian; Sudiyatno; Pusporini, Widowati; Alfarisa, Fitri; Safitri, Rina
JPK (Jurnal Pendidikan Khusus) Vol. 21 No. 2 (2025): Jurnal Pendidikan Khusus
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v21i2.95818

Abstract

Penelitian ini bertujuan untuk mengevaluasi komponen masukan dan proses dari program kolaborasi sekolah-orang tua yang dirancang untuk mendukung kemandirian siswa dengan disabilitas intelektual di SLB Negeri Manggar. Penelitian ini menggunakan model evaluasi CIPP, dengan fokus khusus pada dimensi Masukan dan Proses. Peserta penelitian meliputi kepala sekolah, 15 guru, dan 65 orang tua, yang dipilih melalui sampling purposif. Data dikumpulkan melalui kuesioner, observasi, dan analisis dokumen, dan dianalisis menggunakan teknik kuantitatif deskriptif. Temuan menunjukkan bahwa komponen Input memperoleh skor rata-rata 2,384, sementara komponen Proses memperoleh skor 2,352, keduanya dikategorikan sebagai moderat. Meskipun guru menunjukkan komitmen dan konsistensi yang kuat dalam melaksanakan program, keterlibatan orang tua dalam membina kebiasaan kemandirian di rumah muncul sebagai aspek terlemah. Ketersediaan waktu yang terbatas dan pemahaman teknis yang kurang memadai diidentifikasi sebagai hambatan utama dalam partisipasi orang tua yang efektif. Studi ini berkontribusi pada bidang pendidikan khusus dengan menawarkan kerangka evaluasi empiris untuk memperkuat kemitraan sekolah-keluarga. Temuan menyarankan perlunya prosedur operasional standar kemitraan yang terstruktur dan pengembangan bahan panduan visual untuk mendukung orang tua dalam memastikan keberlanjutan pembelajaran antara lingkungan sekolah dan rumah. Kata Kunci: kerjasama sekolah-orang tua, gangguan intelektual, kemandirian, evaluasi CIPP, pendidikan khusus
Co-Authors Abdul Rahim Alfarisa, Fitri Amalia, Tuti Andrian Riyadi anggie marsyaelina Apri Nuryanto Ardiyanti, Nanin Dian Pratiwi Didik Nurhadiyanto Dwi Esti Andriani Eri Yusron Heri Susanto Idris, Muhammad Ridzuan Indriaturrahmi Indriaturrahmi Iskandar, Ranu Ismail, Mohamad Amiruddin Iswahyuni Wulandari Jailani Lumenyela, Rogers Andrew Marlina Marlina Ma’arof, Nurul Nazirah Imam Moh. Khairudin Mutaqin Mutaqin Muyassaroh Muyassaroh Mwakapemba, James Leonard Nashir, Irdayanti Mat Nur Hidayanto Pancoro Setyo Putro Nurbaiti, Novita Nurkholis Nurkholis Nusrotus Sa’idah Pade, Reza Bakhrun Fidianto Paryanto Rahma Yunita, Rahma Rina Safitri RR. Ella Evrita Hestiandari Satria, Mohammad Rizky Suprapto Rachmad S, Suprapto Rachmad Suprapto Rachmad, Suprapto Suprato Rachmad Said, Suprato Rachmad Syafiqurrahman, Syafiqurrahman Syukri Fathudin AW Tuanaya, Rugaya Widowati Pusporini, Widowati Yusoff, Abdullah