Integrasi Teori Kecerdasan Majemuk dalam Pedagogi Inklusif pada Pendidikan Vokasi: Studi Kasus di Temanggung
DOI:
https://doi.org/10.58230/ijier.v3i2.705Keywords:
Kecerdasan Majemuk, Pendidikan Inklusif, Pendidikan Vokasi, Studi Kasus, Penempatan Peserta DidikAbstract
Kajian empiris mengenai penggunaan Teori Kecerdasan Majemuk sebagai lensa untuk memahami pedagogi inklusif pada Sekolah Menengah Kejuruan (SMK) arus utama di Indonesia masih terbatas. Penelitian ini mengkaji bagaimana keberagaman kecenderungan kecerdasan peserta didik diakomodasi dalam praktik pedagogi inklusif di SMK Negeri 1 Temanggung, dengan perhatian pada praktik yang berlangsung, hambatan implementasi, strategi adaptif guru, serta implikasinya bagi penempatan peserta didik dan pengembangan profesional guru. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus instrumental dan dilaksanakan pada Agustus–Oktober 2025. Informan utama terdiri atas tujuh guru dan sebelas peserta didik yang dipilih secara purposif, sedangkan empat alumni serta empat orang tua/tokoh masyarakat dilibatkan untuk triangulasi sumber. Data dikumpulkan melalui wawancara semi-terstruktur, observasi non-partisipan, dan analisis dokumen, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña dengan bantuan NVivo 12 untuk mendukung pengodean dan pengorganisasian data. Temuan menunjukkan adanya perbedaan yang konsisten pada kecenderungan kecerdasan dominan yang teramati antarprogram keahlian: kinestetik-jasmani, logis-matematis, dan naturalis pada Agribisnis Pengolahan Hasil Pertanian; kinestetik-jasmani, naturalis, dan spasial pada Agribisnis Tanaman Perkebunan; serta logis-matematis dan linguistik pada Kimia Analisis. Guru telah menerapkan pembelajaran kontekstual, berbasis proyek dan praktik, inkuiri, serta asesmen autentik, tetapi akomodasi terhadap keberagaman kecerdasan masih lebih banyak bersifat adaptif dan reaktif daripada dirancang secara sistemik. Penelitian juga menemukan kesenjangan antara persepsi guru mengenai keterbatasan penempatan peserta didik dan ruang regulatif yang tersedia untuk mempertimbangkan bakat serta minat pada seleksi SMK, disertai indikasi bahwa peserta didik yang aktif secara fisik dapat dinilai berdasarkan ekspektasi perilaku kelas yang belum sepenuhnya mencerminkan tuntutan kompetensi vokasional. Kebaruan penelitian terletak pada integrasi Teori Kecerdasan Majemuk, pedagogi inklusif, konteks program keahlian vokasi, proses penempatan peserta didik, dan bias persepsi guru dalam satu studi empiris pada SMK reguler di Indonesia. Temuan mendukung kebutuhan akan model inklusi vokasional yang lebih sistemik melalui penyelarasan karakteristik peserta didik, tuntutan program keahlian, desain pedagogis, dan pengembangan profesional guru.
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