Needs Analysis Study of Blended Learning Model to Improve Communication for Students with Hearing Impairment Studi Analisis Kebutuhan Model Pembelajaran Blended Learning untuk Meningkatkan Komunikasi Siswa dengan Gangguan Pendengaran
Article Sidebar
Picture in here are illustration from public domain image or provided by the author, as part of their works
Published:
Mar 7, 2024
Keywords:
Blended Learning, Communication Skill, Hearing Impairment
Main Article Content
Abstract
This study aims to analyze the need to develop a blended learning model that can enhance and facilitate students with hearing impairment communication in learning. Because of their barriers, students with hearing loss have challenges in developing communication skills. So educational institutes must implement a learning model that accommodates their demand. This research covered a needs analysis to identify the problems and challenges faced by deaf students in communication and analyze their perspectives and expectations of appropriate learning models. The study involved five students with hearing barriers enrolled in college. Data was collected through qualitative and quantitative approaches. According to research, a blended learning model must be established that considers the demands of deaf students for them to adapt communication in their learning.
Highlights:
- Blended learning: Integration of online and traditional teaching methods caters to diverse learning needs.
- Hearing impairment: Understanding unique challenges faced by students with hearing loss is crucial for effective education.
- Communication skills: Developing accessible communication strategies enhances learning outcomes for deaf students.
Keywords: Blended Learning, Communication Skill, Hearing Impairment
Article Details
How to Cite
Utami, I. S., Budi, S., Arnez, G., & Hafid, A. (2024). Needs Analysis Study of Blended Learning Model to Improve Communication for Students with Hearing Impairment. Pedagogia : Jurnal Pendidikan, 13(2), 216-224. https://doi.org/10.21070/pedagogia.v13i2.1689
Section
Education General
Copyright (c) 2024 Iga Setia Utami, Setia Budi, Gaby Arnez, Afdhil Hafid
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
1. Anggrellanggi, A., Mahardika Supratiwi, Munawir Yusuf, Subagya, & Tias Martika. (2020). Penguatan Aksesibilitas Model Blended Learning pada Matakuliah Bahasa Indonesia bagi Mahasiswa Tunarungu dan Tunanetra. SPECIAL : Special and Inclusive Education Journal. https://doi.org/10.36456/special.vol1.no1.a2085
2. Astuti, E. Y., Ratnawulan, T., Santoso, Y. B., Pertiwi, D. E., Ridwan, P. G., & Effendi, Z. R. (2023). The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education. Journal of ICSAR, 7(1), 171. https://doi.org/10.17977/um005v7i12023p171
3. Baranova, T., Khalyapina, L., Kobicheva, A., & Tokareva, E. (2019). Evaluation of students’ engagement in integrated learning model in a blended environment. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020138
4. Basham, J. D., Stahl, W. S., Ortiz, K. R., Rice, M. F., & Smith, S. J. (2015). Equity Matters: Digital & Online Learning for Students with Disabilities. 150 p. http://centerononlinelearning.org/publications/annual-publication-2015/
5. Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers and Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
6. Broadbent, J., & Fuller-Tyszkiewicz, M. (2018). Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 66(6), 1435–1455. https://doi.org/10.1007/s11423-018-9595-9
7. Deaf or Hard of Hearing. (n.d.). https://www.washington.edu/doit/deaf-or-hard-hearing
8. Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
9. Jauhari, A. (2017). Pendidikan Inklusi Sebagai Alternatif Solusi Mengatasi Permasalahan Sosial Anak Penyandang Disabilitas. IJTIMAIYA: Journal of Social Science Teaching, 1(1). https://doi.org/10.21043/ji.v1i1.3099
10.Marfuah, M. (2017). Improving Students’ Communications Skills Through Cooperative Learning Models Type Jigsaw. Jurnal Pendidikan Ilmu Sosial, 26(2), 148. https://doi.org/10.17509/jpis.v26i2.8313
11.Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1), 42–56. https://doi.org/10.14742/ajet.3100
12. Melta, M. D. (2022). Pengaruh Blended Learning Terhadap Communication Skills dan Technical Skills Siswa Jurusan Teknik Instalasi Tenaga Listrik SMKN 3 Boyolangu Tulungagung. ALINIER: Journal of Artificial Intelligence & Applications, 3(1), 17–27. https://doi.org/10.36040/alinier.v3i1.4792
13. Muspita, R., Hufad, A., Bayu, A., & Nandiyanto, D. (2020). Developing a Media to Teach Chemical Technology to Students with Hearing Impairments. Journal of Engineering Education Transformations, 34, 43–48.
14. Nugroho, A., & Mareza, L. (2016). Model dan Strategi Pembelajaran Anak Berkebutuhan Khusus dalam Setting Pendidikan Inklusi. Jurnal Pendidikan Dasar Perkhasa, 2(2), 147.
15. Okaz, A. A. (2015). Integrating Blended Learning in Higher Education. Procedia - Social and Behavioral Sciences, 186, 600–603. https://doi.org/10.1016/j.sbspro.2015.04.086
16. Pham, P.-T., Nguyen, M.-T., Nguyen, T.-H., Nguyen, M.-T., Yen, D. T. H., Ho, T.-Q., Le, K.-A., & Nguyen, D.-B. (2021). Blended Learning in Action: Perception of Teachers and Students on Implementing Plended Learning in Ctu. Multicultural Education, 7(4), 379–385. https://doi.org/10.5281/zenodo.4728153
17. Pratiwi, A., Lintangsari, A. P., Rizky, U. F., & Rahajeng, U. W. (2018). Disabilitas dan Pendidikan Inklusif di PerguruanTinggi. UB Press.
18. Sartinah, E. P., & Andajani, S. J. (2018). The Blended Learning Model for Orthopedagogic of Children With Physical Disability Course. https://doi.org/10.2991/icei-18.2018.42
19. Utami, I. S., Budi, S., & Hafid, A. (2023). Development of E-Module as an Instructional Media for Students with Hearing Impairments. 9(1), 1–7.
20. Utami, I. S., Budi, S., Nurhastuti, & Hafid, A. (2021). Blended Learning Model for Deaf Students on Developing Critical Thinking in Higher Education. Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020), 563(Psshers 2020), 337–342. https://doi.org/10.2991/assehr.k.210618.063
21. WHO. (2023). Deafness and hearing loss. https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss
22. Zimba, Z. F., Khosa, P., & Pillay, R. (2021). Using blended learning in South African social work education to facilitate student engagement. Social Work Education, 40(2), 263–278. https://doi.org/10.1080/02615479.2020.1746261
2. Astuti, E. Y., Ratnawulan, T., Santoso, Y. B., Pertiwi, D. E., Ridwan, P. G., & Effendi, Z. R. (2023). The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education. Journal of ICSAR, 7(1), 171. https://doi.org/10.17977/um005v7i12023p171
3. Baranova, T., Khalyapina, L., Kobicheva, A., & Tokareva, E. (2019). Evaluation of students’ engagement in integrated learning model in a blended environment. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020138
4. Basham, J. D., Stahl, W. S., Ortiz, K. R., Rice, M. F., & Smith, S. J. (2015). Equity Matters: Digital & Online Learning for Students with Disabilities. 150 p. http://centerononlinelearning.org/publications/annual-publication-2015/
5. Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers and Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
6. Broadbent, J., & Fuller-Tyszkiewicz, M. (2018). Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 66(6), 1435–1455. https://doi.org/10.1007/s11423-018-9595-9
7. Deaf or Hard of Hearing. (n.d.). https://www.washington.edu/doit/deaf-or-hard-hearing
8. Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481
9. Jauhari, A. (2017). Pendidikan Inklusi Sebagai Alternatif Solusi Mengatasi Permasalahan Sosial Anak Penyandang Disabilitas. IJTIMAIYA: Journal of Social Science Teaching, 1(1). https://doi.org/10.21043/ji.v1i1.3099
10.Marfuah, M. (2017). Improving Students’ Communications Skills Through Cooperative Learning Models Type Jigsaw. Jurnal Pendidikan Ilmu Sosial, 26(2), 148. https://doi.org/10.17509/jpis.v26i2.8313
11.Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1), 42–56. https://doi.org/10.14742/ajet.3100
12. Melta, M. D. (2022). Pengaruh Blended Learning Terhadap Communication Skills dan Technical Skills Siswa Jurusan Teknik Instalasi Tenaga Listrik SMKN 3 Boyolangu Tulungagung. ALINIER: Journal of Artificial Intelligence & Applications, 3(1), 17–27. https://doi.org/10.36040/alinier.v3i1.4792
13. Muspita, R., Hufad, A., Bayu, A., & Nandiyanto, D. (2020). Developing a Media to Teach Chemical Technology to Students with Hearing Impairments. Journal of Engineering Education Transformations, 34, 43–48.
14. Nugroho, A., & Mareza, L. (2016). Model dan Strategi Pembelajaran Anak Berkebutuhan Khusus dalam Setting Pendidikan Inklusi. Jurnal Pendidikan Dasar Perkhasa, 2(2), 147.
15. Okaz, A. A. (2015). Integrating Blended Learning in Higher Education. Procedia - Social and Behavioral Sciences, 186, 600–603. https://doi.org/10.1016/j.sbspro.2015.04.086
16. Pham, P.-T., Nguyen, M.-T., Nguyen, T.-H., Nguyen, M.-T., Yen, D. T. H., Ho, T.-Q., Le, K.-A., & Nguyen, D.-B. (2021). Blended Learning in Action: Perception of Teachers and Students on Implementing Plended Learning in Ctu. Multicultural Education, 7(4), 379–385. https://doi.org/10.5281/zenodo.4728153
17. Pratiwi, A., Lintangsari, A. P., Rizky, U. F., & Rahajeng, U. W. (2018). Disabilitas dan Pendidikan Inklusif di PerguruanTinggi. UB Press.
18. Sartinah, E. P., & Andajani, S. J. (2018). The Blended Learning Model for Orthopedagogic of Children With Physical Disability Course. https://doi.org/10.2991/icei-18.2018.42
19. Utami, I. S., Budi, S., & Hafid, A. (2023). Development of E-Module as an Instructional Media for Students with Hearing Impairments. 9(1), 1–7.
20. Utami, I. S., Budi, S., Nurhastuti, & Hafid, A. (2021). Blended Learning Model for Deaf Students on Developing Critical Thinking in Higher Education. Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020), 563(Psshers 2020), 337–342. https://doi.org/10.2991/assehr.k.210618.063
21. WHO. (2023). Deafness and hearing loss. https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss
22. Zimba, Z. F., Khosa, P., & Pillay, R. (2021). Using blended learning in South African social work education to facilitate student engagement. Social Work Education, 40(2), 263–278. https://doi.org/10.1080/02615479.2020.1746261