ABSTRACT
Mentally retarded students have low intellectual ability and adaptive behavioral obstacle so that the learning process is formulated into vocational self-development form to improve life skills. This study aims to describe the implementation of learning process, product results, and barriers in vocational wood crafts learning. This research is a qualitative research with a case study approach. The data were collected through structured interviews and participatory observation. Furthermore, the data were analyzed by qualitative descriptive. The results of this study are as follows. (1) The implementation of wooden craft vocational learning is carried out in 26 lesson hours with a proportion of 60% of the 42 lesson hours. Wood craft subject matters include bench work techniques, scrolling techniques, massive wood materials knowledge, artificial materials, painting, sanding, and finishing. (2) Product results of wood skills learning are Educational Teaching Aids, puzzles, wooden paintings, miniatures, souvenirs, calligraphy, cutting boards, and wooden batik motifs. (3) Barriers to learning vocational wood crafts include lack of air circulation in the wooden studio, barriers to mentally retarded students behavior, marketing constraints, and obstacles to working with the business world.
