PENGEMBANGAN PROGRAM VOKASIONAL PERTANIAN SISTEM

i

PENGEMBANGAN PROGRAM VOKASIONAL PERTANIAN

SISTEM HIDROPONIK KANGKUNG ORGANIK UNTUK

PESERTA DIDIK DENGAN HAMBATAN PENGLIHATAN

DI SLB NEGERI A CITEUREUP CIMAHI

TESIS

Diajukan untuk Memenuhi Sebagian dari Syarat Memperoleh Gelar Magister

Pendidikan Program Studi Pendidikan Khusus

Oleh :

Renny Fitriana Agustien

1803288

PROGRAM STUDI PENDIDIKAN KHUSUS

SEKOLAH PASCA SARJANA

UNIVERSITAS PENDIDIKAN INDONESIA

2021

Renny Fitriana Agustien, 2021 PENGEMBANGAN PROGRAM VOKASIONAL PERTANIAN SISTEM HIDROPONIK KANGKUNG ORGANIK UNTUK PESERTA DIDIK DENGAN HAMBATAN PENGLIHATAN DI SLB NEGERI A

CITEUREUP CIMAHI Universitas Pendidikan Indonesia |repository.upi.edu |perpustakaan.upi.edu

PENGEMBANGAN PROGRAM VOKASIONAL PERTANIAN

SISTEM HIDROPONIK KANGKUNG ORGANIK UNTUK

PESERTA DIDIK DENGAN HAMBATAN PENGLIHATAN DI

SLB NEGERI A CITEUREUP CIMAHI

Oleh :


S.Pd., Universitas Pendidikan Indonesia, 2003

Sebuah tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Magister Pendidikan (M. Pd.) pada Sekolah Pascasarjana

Di Program Studi Pendidikan Khusus

© Renny Fitriana Agustien 2020

Universitas Pendidikan Indonesia

Januari 2021

Hak Cipta dilindungi undang-undang

Tesis ini tidak boleh diperbanyak seluruh atau sebagian,

Dengan dicetak ulang, difotokopi, atau cara lainnya tanpa ijin dari penulis.

LEMBAR PENGESAHAN



RENNY FITRIANA AGUSTIEN

1803288

PENGEMBANGAN PROGRAM VOKASIONAL PERTANIAN SISTEM

HIDROPONIK KANGKUNG ORGANIK UNTUK PESERTA DIDIK

DENGAN HAMBATAN PENGLIHATAN DI SLB NEGERI A CITEUREUP

CIMAHI

DISETUJUI DAN DISAHKAN OLEH

PEMBIMBING:

Mengetahui,

Ketua Program Studi Pendidikan Khusus

Sekolah Pascasarjana


Dr. Imas Diana Aprilia, M.Pd.

NIP. 19700417 199402 2 001



KATA PENGANTAR

Segala puji dan syukur penulis ucapkan kehadirat Allah SWT yang

telah memberikan rahmat dan karunia-Nya kepada penulis, sehingga penulis

dapat menyelesaikan penulisan tesis ini dengan judul: “Pengembangan

Program Vokasional Pertanian Sistem Hidroponik Kangkung Organik untuk

Peserta Didik dengan Hambatan Penglihatan di SLB Negeri A Citeureup

cimahi”.

Tesis ini memaparkan implementasi program untuk melihat

keterlaksanaan program pendidikan vokasional hidroponik kangkung

organik di SLB Negeri A Citeureup Cimahi. Program ini dikembangkan

berdasarkan program pendidikan vokasional hidroponik yang sudah ada dan

disesuaikan dengan kondisi objektif peserta didik dengan hambatan

penglihatan. Hasil yang diperoleh menunjukkan bahwa pengembangan

program pendidikan vokasional hidroponik dapat mengatasi hambatan yang

dimiliki peserta didik dalam melaksanakan pertanian hidroponik.

Penulis menyadari akan segala keterbatasan dan kekurangan dari isi

maupun penulisan tesis ini. Oleh karena itu, penulis mengharapkan kritik

dan saran yang membangun untuk kesempurnaan tesis ini. Semoga tesis ini

dapat memberikan manfaat dan kontribusi bagi dunia pendidikan dan

pembaca khususnya. Saya ucapkan terima kasih pada semua pihak yang

telah memberikan kontribusi dalam penyusunan proposal ini.

Bandung, Desember 2021


NIM. 1803288

UCAPAN TERIMAKASIH



Selama menyelesaikan penyusunan tesis ini penulis telah banyak bantuan

dari berbagai pihak, baik secara langsung maupun tidak langsung. Untuk itu,

dengan segala kerendahan hati, penulis ingin menyampaikan ucapan terima kasih

yang sebesar-besarnya kepada semua pihak yang turut membantu, khususnya :

1. Suamiku tercinta A.J. Jamaludin, M.Pd., anak-anakku tercinta Humam,

Jouzuna Ou, Malika, dan M.Alarik yang selalu menjadi penyemangat.

2. Orang tua, Ibu Mertua, Kakak-kakak, dan adik tercinta yang selalu

memberikan kasih sayang serta doa yang tak pernah putus.

3. Bapak Dr. H. Sunardi. M. Pd., selaku Ketua Prodi Pendidikan Khusus

Universitas Pendidikan Indonesia dan sekaligus sebagai dosen pembimbing

yang telah banyak memberikan masukan ilmu, waktu, dan pengarahan

kepada penulis dalam penyusunan tesis ini.

4. Bapak Dr. H. Endang Rochyadi, M. Pd., selaku dosen pembimbing yang telah

banyak memberikan masukan ilmu, waktu, dan pengarahan kepada penulis

dalam penyusunan tesis ini.

5. Ibu Dr. Juhanaini, M. Ed., selaku dosen pembimbing akademik yang telah

banyak memberikan bimbingan selama menyelesaikan pendidikan

Pascasarjana di Universitas Pendidikan Indonesia.

6. Bapak H. Sudarman, S. Pd., M. Pd. Sebagai Kepala Sekolah yang telah

memberikan kesempatan penulis dalam menyelesaikan pendidikan

Pascasarjana di Universitas Pendidikan Indonesia dan telah memberikan



kesempatan untuk melaksanakan penelitian di SLB Negeri A Citeureup

Cimahi.

7. Ibu Dewi Wulandari, M. Pd, sebagai Wakil Kepala Sekolah SLB Negeri A

Citeureup Cimahi yang telah membantu penulis dalam menyelesaikan

penelitian.

8. Bapak Ari Nutfaiutrahman, S. Pd, sebagai guru SLB Negeri A Citeureup

Cimahi yang telah membantu penulis dalam menyelesaikan penelitian ini.

9. Bapak Dede Supriyanto, M. Ed. Sebagai Widyaiswara di PPPPTK TK dan

PLB yang telah memberikan banyak masukan pada program yang penulis

susun.

10. Seluruh rekan kerja di SLB Negeri A Citeureup Cimahi yang telah

memberikan dorongan dan semangat kepada penulis.

11. Teman-teman Non Linier, Jeng Paula, Bu Eris, Khalissa, Muyasaroh, dan

Havid, tetap semangat.

12. Teman-teman seperjuangan Sekolah Pascasarjana Program Studi Pendidikan

Khusus Universitas Pendidikan Indonesia angkatan 2018.

13. Teh Anna Azzahra, M. Pd. Dan Teh Nita Niitiya Intan Tanbrin, M. Pd., dan

teman-teman di Saung Riset yang telah banyak membantu penulis dalam

menyelesaikan tesis ini.



ABSTRAK

Pengembangan Program Vokasional Pertanian Sistem Hidroponik

Kangkung Organik untuk Peserta Disik dengan Hambatan Penglihatan di

SLB Negeri A Citeureup Cimahi


NIM 1803288/Program Studi Pendidikan Khusus – Sekolah Pascasarjana –


Peserta didik dengan hambatan penglihatan membutuhkan keterampilan lain yang

dapat meningkatkan taraf hidup mereka setelah lulus sekolah. Salah satu peluang

usaha yang dapat meningkatkan taraf hidup adalah pertanian hidroponik. Agar

tujuan tersebut dapat tercapai, maka keterampilan peserta didik dengan hambatan

penglihatan harus dikembangkan melalui pendidikan vokasional. Kangkung

merupakan salah satu sayuran yang banyak disukai dan masa panen relatif

sebentar. Tujuan dari penelitan ini adalah tersusunnya program pendidikan

vokasional pertanian hidroponik. Penelitian ini menggunakan pendekatan

penelitian kualitatif dengan metode penelitian fenomologi. Penelitian ini

menghasilkan program pendidikan vokasional pertanian hidroponik kangkung

sesuai dengan kondisi objektif peserta didik denngan hambatan penglihatan di

SLB Negeri A Citeureup Cimahi. Selanjutnya, program tersebut dilaksanakan

untuk melihat kelebihan dan kekurangannya.

Kata Kunci : Vokasional, Hidroponik, Tunanetra

Development of the Vocational Agriculture Program for the Organic

Kangkung Hydroponic System for Students with Visual Impairment at SLB

Negeri A Citeureup Cimahi




NIM 1803288/Program Studi Pendidikan Khusus – Sekolah Pascasarjana –


ABSTRACT

Students with visual impairement need other skills that can improve their

standard of living after school. One of the business opportunities that can improve

living standards is hydroponic farming. In order for this goal to be achieved, the

skills of learners with visual impairement must be developed through vocational

education. Kangkung is one of the most preferred vegetables and the harvest

period is relatively short. The purpose of this research is the establishment of

vocational education programs hydroponic agriculture. This research uses

qualitative research approach with phenomological research method. This

research resulted in vocational education program of kangkung hydroponics

agriculture in accordance with the objective conditions of learners with vision

barriers in SLB Negeri A Citeureup Cimahi. Furthermore, the program is

implemented to see its advantages and disadvantages.

Keywords: Vocational, Hydroponic, Visual impairement

DAFTAR ISI

KATA PENGANTAR ................................................................................... i



UCAPAN TERIMAKASIH .......................................................................... ii

ABSTRAK ..................................................................................................... iv

DAFTAR ISI .................................................................................................. vii

DAFTAR GAMBAR ..................................................................................... viii

DAFTAR TABEL .......................................................................................... ix

BAB I PENDAHULUAN .............................................................................. 1

1.1. Latar Belakang Penelitian ....................................................................... 1

1.2. Fokus Penelitian ...................................................................................... 8

1.3. Tujuan Penelitian .................................................................................... 9

1.4. Manfaat Penelitian .................................................................................. 10

BAB II KAJIAN TEORI ............................................................................... 12

2.1. Tunanetra ................................................................................................ 12

2.2. Proses Pembelajaran ............................................................................... 21

2.3. Pembelajaran Vokasional Pertanian Hidroponik .................................... 35

BAB III METODE PENELITIAN ................................................................ 49

3.1. Pendekatan Penelitian ............................................................................. 49

3.2. Desain Penelitian .................................................................................... 49

3.3. Metode Penelitian ................................................................................... 52

3.4. Prosedur Penelitian ................................................................................. 52

3.5. Tempat Peneilitan dan Partisipan ........................................................... 54

3.6. Teknik Pengumpulan Data ...................................................................... 54

3.7. Teknik Analisis Data .............................................................................. 59

3.8. Validitas Data / Uji Kredibilitas Data ..................................................... 60

BAB IV HASIL PENELITIAN DAN PEMBAHASAN ............................... 62

4.1. Hasil Penelitian ....................................................................................... 62

4.2. Pembahasan ............................................................................................ 110

BAB V KESIMPULAN DAN REKOMENDASI ......................................... 133

5.1. Kesimpulan ............................................................................................. 133

5.2. Rekomendasi .......................................................................................... 135

DAFTAR PUSTAKA .................................................................................... 136



LAMPIRAN

DAFTAR GAMBAR

Gambar 2.1. Desain Penelitian ........................................................................... 51



DAFTAR TABEL

Tabel 3.1 Kisi- kisi Instrumen Observasi Terhadap Guru ............................ 55

Tabel 3.2 Kisi-kisi Instrumen Observasi Peserta Didik ................................ 57



Tabel 3.3 Kisi-kisi Wawancara Guru ........................................................... 58

Tabel 4.1 Biodata Peserta Didik ....................................................................

Tabel 4.2 Kondisi Objektif Kemampuan Peserta Didik ................................

62

63

Tabel 4.2 Kesimpulan Kondisi Objektif dan Implikasi pada Pengembangan

Program .......................................................................................

107

Tabel 4.3 Masukan Program 1 ...................................................................... 128

Tabel 4.4 Masukan Program 2 ...................................................................... 128

Tabel 4.5 Testimoni Guru ............................................................................ 130

Tabel 4.6 Tabel Perbandingan Program ........................................................ 132

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