The Impact of the Special Education KKT Program on the Competence of UNY Students in 2025
DOI:
https://doi.org/10.46799/adv.v4i10.655Keywords:
additional education authority, special education, student competency, program evaluation, inclusive educationAbstract
The Additional Education Authority Program in Special Education (KKT-PLB) at Universitas Negeri Yogyakarta (UNY) was developed to strengthen the qualifications and competencies of educators without formal backgrounds in special education. This study aimed to describe students' competency levels after completing the program, identify the competency dimensions that developed, and examine factors that supported or hindered competency development. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using a competency questionnaire based on the program learning outcomes, while qualitative data were obtained from participants' experiences through a focus group discussion (FGD) and document analysis. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The overall mean competency score was 4.05 out of 5.00, categorized as good. The highest competency scores were observed for developing learning media appropriate for students with special educational needs (4.38), adapting learning materials to students' abilities (4.29), preparing adaptive lesson plans (4.24), conducting reflective evaluations of learning (4.19), and understanding the characteristics of students with special educational needs (4.14). Competency areas requiring further improvement included supporting twice-exceptional learners (3.52), evaluating curriculum implementation (3.76), understanding adaptive curriculum principles (3.90), differentiating disability-specific learning needs (3.90), and developing Individualized Education Programs (IEPs) (3.95). Overall, the KKT-PLB program contributed positively to students' competency development; however, field-based practice, case-based learning, mentoring, and continuing professional development should be further strengthened.
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