Scouting Education Program for Children with Hearing Impairment

in Special School

Mohammad Efendi, Ummi Syafiul Ummah, Rizqi Fajar Pradipta

Special Education Department, Universitas Negeri Malang, Malang Indonesia

Keywords: Scouting Program, Deaf Children

Abstract: Based on the problem of children with hearing impairment in accessing information and communication, the

purpose of this study is to describe difficulties experienced by special education teachers when teaching basic

scouting skills in hearing impairment. The descriptive research uses a four-point Likert scale questionnaire as

an instrument. The results of preliminary studies of 16 special education teachers who teach at special schools

in Malang area showed that more than 60% of special education teachers admitted that they still have

difficulties to provide full training for children with hearing impairment.

1 INTRODUCTION

The government policy to improve the quality of

education of children with special needs with hearing

impairment (deaf), ranging from basic to secondary

education, is not only focus on facilities,

infrastructure, and school operational costs, but also

pay attention on the qualifications of educators

serving in educational institutions of children with

special needs (read: orthopedagog). It is required

some qualifications to be a special education teacher

in Special School (SLB) such as pedagogical,

professional, personality and social competence. In

other words, a formal special education teacher must

has a relevant diploma and be able to understand the

characteristics of students, have a tenacious attitude,

tough, creative, able to communicate socially and

independently.

The high qualification of requirements for

teachers of children with special needs is closely

related to the condition and characteristics of learners

with hearing loss. As known, the effects of hearing

loss are not able to capture the various stimuli through

the sense of hearing (Somantri, 2006). Hearing loss

may occur in one or more outer, central, and inner ear

organs. The condition is caused by illness, accident,

or other reasons that are not known so that the organ

cannot perform its function properly (Efendi, 2006).

Due to limited ability to hear can affect the ability to

communicate because of limited vocabulary owned.

Based on these conditions, empirically, deaf children

look stupid, indifferent, non-communicative, and

difficulty adapting

Considering the negative effects of deafness, the

education experts argue to maximize the students’

potential development start from an early age in the

school. All the time should be directed and used to

develop their language and communication skills.

With good communication skills, it is hoped that they

will be able to unlock their limitations in the field of

language and communication. Their existence will be

known when they can prove their ability to think

through self-actualization, both through oral

expression (speech) and language writing (writing).

Cruickshank (1980) assumes that one's intellectual

development is determined by his experience,

especially language experience. Essentially, the

language can be used to accept the concepts of

science systematically. In this case, the role of

educators is to be a mediator, so that, they can develop

the students’ capacities through the ability to transfer

the message of knowledge conveyed to them. In the

larger scale, they can contribute to the formation of

national character or things that become the collective

identity of the nation.

Along with the concern submitted by the Minister

of Education and Culture of the Republic of Indonesia

about the decreases of moral education and character

among learners in various levels of education. These

conditions must be necessarily paid attention for all

parties including the deaf educators. Although the

deviations or delinquency of deaf students is never

published, it does not mean that the area is "sterile"

In , page

problem of acts of irregularities and violence

committed among the deaf students. So, the

preventive effort through moral education and

character should be scheduled programmatically. For

example, the brawl that involves normal students at

elementary level happened in Makassar, South

Sulawesi because it was triggered by the love triangle

among them (Cipto, 2017) , or sexual harassment by

elementary school students in Bogor as a result of

frequent pornographic films (Yamananda, 2018) and

other similar cases such as drug abuse, alcoholism,

violence in schools, culture of corruption, and others

do not necessarily encourage deaf children to do the

same thing.

The means for character education in exceptional

schools for the deaf as in other public schools have

existed for a long time, namely religious instruction

and scouting education. The scouting education is

less attention than other types of self-development

such as sports, arts, and other functional skills. So,

there is a big question that is very dilemmatic, "Is

current scouting education still relevant to be taught

to students?". Of course, the answer is still relevant.

Indeed, today the presence of scout education has a

very important position in the midst of individualistic

community life tendencies, decreased caring among

people, and lack of social awareness. Scouting

education can help equip young people to re-explore

the values of humanity and unity needed in the

millennial generation era

The urgency of scouting educational for learners

at each level of education has been established in

Permendikbud (Policy of the Ministry of Culture and

Education). 81A / 2013, in chapter VI, stated "... in

the Curriculum 2013, scouting education is defined as

a mandatory extracurricular activity from elementary

school (SD / MI) to high school (SMA). The

implementation can work with local Scouting

organizations or nearby ". At the level of technical

permendikbud No 81A / 2013 in its implementation

at some level and type of formal education in Special

School, no indication has not run effectively. The

causes are by limited resources of schools, the portion

of time-sharing and technical implementation due to

the density of the school's core curriculum, strategies,

and instructional media are less supportive to the

smoothness of scouting education programs in

schools.

Whatever obstacles faced by the school, scouting

education programs for children with hearing

impairment in special schools should be well

implemented. Through the scout education program,

hearing impaired children have the opportunity to

practice social and personal skills, so that, they can be

more independent to help themselves and able to

participate actively in the development of the nation.

Some efforts to instil basic scouting material in

children with hearing impairment are not an easy job.

It is closely related to the limitations of deaf children

to understand the concept or the events around them

that might be possible of misunderstanding.

Conditions experienced by children with hearing

impairment are different from normal children when

understanding the events in the environment. Normal

children in understanding the concept or events

around it do not have difficulty. They can use vision,

hearing and other sensory help to get to know

comprehensively the event (Razalli and Yusuf, 2017).

For children who already know the symbol or the

symbol of the sound of the language, when seeing and

hearing the sound, they can directly associate into a

series of meaningful words or sentences (Efendi,

2017a). The experience of normal children is difficult

to imitate by deaf children. All events that have been

recorded through visual perception are like silent

movie shows. Therefore, in every lesson for children

with hearing impairment, the accurate use of media

by considering the characteristics of deaf children as

"visual children" will have an effect on: (1) increasing

the attractiveness of learners, (2) creativity of

learners, (3) stimulation and improvement of learners

'responses in learning, (4) improving learners'

motivation, and (5) providing a good and accurate

visualization experience.

2 METHOD

This study aims to describe the difficulties of special

education teachers in implementing an accurate

scouting education program for children with hearing

impairment. For this purpose, the design that is

relevant to the characteristics of this study is

quantitative descriptive research.

Respondents who become the sources of data

from this study are consist of 16 special education

teachers who have two years’ experience on scouting

education for deaf children in Special School in

Malang area. For this research, the respondent taking

is done purposively.

Subsequently, the respondents are given a list of

questions in writing. Closed questions have been

provided the answers, while for open questions,

respondents can answer by the vision and

understanding. Questionnaires that have been

collected by the set time limit of 16 pieces. Further

questionnaires are analysed Statistic Package for the

social sciences. Some reasons from the questionnaire

are not analysed in this study: (1) Not writing the

requested identity, (2) The answer given is not

complete.

3 RESULT AND DISCUSSION

Table 1: Recapitulation of teacher difficulties to teach

scouting education for deaf children.

Description activity

Max

Preparation teaching

270

384

70.31

Difficulties of core

activity

564

896

62.46

Difficulties of evaluation

of results

197

256

67.57

The urgency of

instructional media

197

256

79.96

To implement a scout education program on a deaf

child is not an easy thing because in learning for

children with hearing impairment, in addition to pay

attention to the substance of the trained material must

also consider the effects of the primary disorders

experienced by them. Learn how to describe the

variety of difficulties faced by special education

teachers in implementing scouting education

programs for deaf children at the Special School at

elementary level, the following data are presented in

Table 1.

Based on table 1. Research analysis of preparation

scouting training activities is about 70.31% of special

education teachers or instructors have conducted

activities that are commonly implemented in pre-

learning activities. This activity is as a way to check

the readiness of children with hearing impairment to

follow the scout training activities. Aspects assessed

in the activity include: the examination of the activity,

checking the completeness of the tools to be used, the

readiness of each student to follow the training

activities, take a story or just ask questions in advance

related to the theme or topic of material to be taught

on the training, explaining the purpose or competence

of each material to be trained, and explaining the

range of training materials to be taught or trained.

Checking the readiness of learning in pre-learning

that is very important as a prerequisite for the creation

of a conducive learning situation is the creation of an

entire person's condition so that it made ready to

respond in a certain way to a situation (Slameto,

2010). Readiness in the student's self-capacity and

relationship with specific teaching objectives

(Hamalik, 2003). The readiness of the student's

condition to learn affects the readiness of students in

the process of acceptance of learning and perception

students to quickly respond to the stimulation

provided teachers. Readiness, in this case, is ready

readiness in a physical, psychological and material

sense (Djamarah, 2002).

From the previous research results, it is known

that students have good learning readiness shows

good learning achievement (Mulyani, 2013). The

success or failure of students in following the lessons

in school is influenced by the following factors: (1)

factors from within students such as general basic

skills, talents, interests, motivation, and learning

behaviour, (2) factors that come from outside students

such as environment physical, facilities and

infrastructure, social environment, family

environment, community environment, and school

environment (Djaali, 2013).

The readiness of learning for deaf children is

necessary to accommodate all the messages of

knowledge conveyed to them. However, the problem

is that the hearing impairment experienced by the

child's efforts to understand the message of

knowledge in a deaf child is not an easy task; it is

solely related to the hearing impairment of the deaf to

accurately understand the concept or event. It is this

empirical fact that perhaps triggers the intensity of

special education teachers' difficulties during

interactions with deaf children in the scouting

practice. Quantitatively identified about 62.46% of

special education teachers admitted to still

experiencing various obstacles when conducting

scouting training activities in children with hearing

impairment. Aspects of difficulty include: enabling

deaf students to extract information from any trained

topics / themes, enabling deaf students to use accurate

media and learning resources according to Scout

training materials, using appropriate learning

methods in accordance with the needs of training

materials learned, creating effective communication

between students or teacher-students in scout

training, familiarize students with reading and writing

problems through specific tasks, enabling deaf

students in discussions to generate new ideas,

bringing the soul of competition to improve learning

achievement, encouraging students to able to think

and act fearlessly, to guide deaf students to make

reports (oral / written) about events learned, guide

students to present their work individually or in

groups, cultivate pride and confidence, or feedback

on the student's success, providing an opportunity to

re-evaluate the ability to absorb material that students

learn, using correct and standard Indonesian language

in communication with the hearing impaired.

The constraints experienced by special education

teachers when interacting with deaf children are

based on the empirical fact that hearing impaired

children have limitations in sound or sound

perception, the impact is the impediment of language

development and speech to deaf children. As a result

of the limitation of speech and communication skills

in extreme conditions, deaf children who are not

educated look like a fool, indifferent, not

communicative, and difficulty adapting (Efendi,

2017b).

Starting from that thinking, important things to

consider in order to maximize the potential

development of children with hearing impairment

include: (1) early child start to school all the time

directed and used to develop language and

communication skills, (2) development of good

communication skill at children with hearing

impairment, it is hoped that they will be able to open

up the isolation of their limitations in the field of

languages and communications (Efendi, 2017a).

Because of the bigger goals, the main target of

education for children with hearing impairment is the

same as other normal children, that is, to create

skilled, intelligent, faithful, pious, noble,

independent, creative learners to become a

democratic and responsible citizen.

The last activity, before ending learning activities

there are some related activities that should be done

by teachers, including: make conclusions or

summaries on each material / theme taught, inform

the program activities that have been implemented

and level achievement, inform the action plan

activities continue with what has been learned or

trained, providing insight into the material you have

learned to apply in your daily life. Associated with the

final session of learning, it turns out 67.57% of

special education teachers admitted experiencing

difficulties. This condition occurs, originating from

the same cause as before.

Theoretically, under any circumstance, ideally a

specialized teacher of professional education in the

context of learning, in addition to having the ability

to make informed decisions in organizing learning,

also can implement and evaluate learning (Burden

and Byrd, 2007). More specifically, the

professionalism of teachers is reflected in: their

ability: (1): plan what should be prepared in the

learning process, (2) create situations, lead, stimulate,

move and direct learning activities according to plan,

(3) the learning process based on established criteria,

both on the aspect of activity activeness and product

qualification (Makmun, 2003).

Recognizing the difficulties experienced by

special education teachers when interacting

accurately with deaf children in the learning process,

they recognize the importance of fiscal learning

media aid that can be used as a bridge for the

interaction between teachers with students and among

the deaf students. For that reason, 76.98% of

respondents think that there is a need for alternative

media that is feasible to help of difficulties special

education teachers on scouting education, easy to

access by deaf students based on ICT, and able to

improve communication of special education

teachers with deaf children, or among fellow children

deaf.

Starting from the learners who became the target

in this research is still in the category of concrete

Operational. Then the use of 2D and 3D images in

one multimedia format when implemented properly

can certainly have a positive effect. Jusoh & Majid

(2017) concluded the results of his research, The

application of PECS successfully stimulates utterance

among the students. This study is expected to enhance

communication and social interaction development of

children. Research on the use of similar media about

the prototype of the pictorial book has contributed to

improving deaf children's understanding of nature

and its surroundings, especially, through the ability to

read and understand the meaning of language, the

ability to write and understand the meaning of

language, as well as a functional knowledge of the

language (Efendi, 2017b). The findings show that text

with pictures can help to improve reading

comprehension for students with hearing impairment

(Razalli and Thomas, 2018), the scientific approach

of image media in learning to read the understanding

of procedure text succeeded in improving the learning

result of deaf students (Hastuti and Muhari, 2017).

Whenever 2D and 3D media are elaborated into

the format of pop up augmented reality book was able

to increase the autistic student appreciation on objects

introduced to him (Nazaruddin and Efendi, 2018).

The indicator can be seen from the increased interest

in design, the duration of observation, exploration of

curiosity, and mastery of message content,

communication when observing objects or things

introduced to them. Undoubtedly, the proper use of

multimedia in every learning has a positive impact on

the quality of learning, the indication as seen from the

increase in motivation, enthusiasm, and

understanding of learners. The effect of learning

outcomes of learners has increased both individually

and in groups (Rusmiyati, Nurkamto and Haryanto,

2014), will stimulate thoughts, feelings, concerns,

and wishes of students to encourage the learning

process more interactive and communicative and can

enhance students' learning experiences become more

concrete (Atmawarni, 2016). In general,

Implementation of Multimedia as a Learning Media

on Subnetting Materials Case In IPv4 in the trial of

learning). The use of the right interactive multimedia,

using interactive multimedia as the messaging media

program showed good results and can help the

learning process of students (Purwanto and Riadi,

2013).

4 CONCLUSIONS

The limitations of deaf children to receive voice

access can have an impact on the limitations of

special education teachers to teach their knowledge

and skills fully and accurately. On that basis more

than 60% of special education teachers who have

taught basic scouting skills in children with hearing

impairment in special schools in elementary level

admitted still often have difficulty to deliver the

material as a whole. Considering these conditions,

they recognize the need for a learning media that is

compatible with Information Technology and can be

a bridge of teacher-student interaction and

communication or among deaf students, so that,

learning and communication interactions with

hearing impaired children is more effective.

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