TASK ANALYSIS TEACHING IN VOCATIONAL SKILLS INSTRUCTION: A CASE STUDY OF SALTED EGG MAKING USING THE SOAKING TECHNIQUE FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Een Ratnengsih; Esmi Sulasmiati; Alifah Zahira Sofwa

doi:10.59003/nhj.v6i3.2342

Authors

Een Ratnengsih Universitas Pendidikan Indonesia
Esmi Sulasmiati SLB C Terate
Alifah Zahira Sofwa Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.59003/nhj.v6i3.2342

Keywords:

task analysis teaching; vocational skills; salted egg soaking technique; intellectual disabilities

Abstract

Students with intellectual disabilities need vocational skills instruction that is concrete, incremental, and meaningful to daily life in order to achieve functional independence. This study aims to describe the implementation of task analysis teaching in learning to make salted eggs using the soaking technique, a processing method that relies on measuring tools and standardized proportions and is therefore potentially easier for students to replicate than conventional techniques such as ash-coating or salt-paste application. This study used a descriptive qualitative approach with an instrumental case study design, involving 12 students with intellectual disabilities and their accompanying skills teacher. Data were collected through task analysis observation using a structured performance sheet, semi-structured interviews with the teacher, and process documentation, then analyzed using the interactive model of Miles and Huberman, with trustworthiness strengthened through source and method triangulation. The findings show that students with intellectual disabilities were able to independently master task-analysis steps standardized through measuring tools (such as sorting, cleaning, and dissolving the brine solution), while the step requiring high fine-motor coordination (shell sanding) required gradual scaffolding to improve precision and reduce the risk of failure.

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