Enhance the Capacity of Potential Educators to Construct a Comprehensive Understanding of Students with Hearing Impairments by Utilizing Pancasila Principles Through Project-Based Learning

Main Article Content

Rohmah Ageng Mursita
Murni Winarsih
Totok Bintoro
Indra Jaya
Shabila Kairunisa
Joleta Silvana Tairas

Abstract

The objective of this research is to enhance the ability of prospective educators to develop a comprehensive understanding of students with hearing impairments. This study investigates the incorporation of Pancasila principles into a project-based learning framework to meet the educational needs of these students. This study highlights the necessity of providing essential skills and knowledge to prospective teachers to create a conducive classroom environment for students with hearing impairments. This study proposes a unique method to understand and assist students with hearing impairments by integrating Pancasila values into project-based learning. The methodology employed is a mixed methods study to assess the efficacy of this educational approach in enhancing the skills of prospective teachers and the academic achievements of students. The expected outcome is a compilation of principles and tactics that can be utilized by educators to gain a deeper understanding and help children with hearing impairments, thereby fostering collaborative and capacity-building in education.

Article Details

How to Cite
Mursita, R., Winarsih, M., Bintoro, T., Jaya, I., Kairunisa, S., & Tairas, J. S. (2024). Enhance the Capacity of Potential Educators to Construct a Comprehensive Understanding of Students with Hearing Impairments by Utilizing Pancasila Principles Through Project-Based Learning. Journal on Education, 6(4), 18176-18190. https://doi.org/10.31004/joe.v6i4.5758
Section
Articles

References

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229. https://doi.org/10.1093/deafed/7.3.214.
Bold, C. (2008). Peer support groups: fostering a deeper approach to learning through critical reflection on practice. Reflective Practice, 9, 257 - 267. https://doi.org/10.1080/14623940802207022.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Datnow, A., Lockton, M., & Weddle, H. (2020). Capacity building to bridge data use and instructional improvement through evidence on student thinking. Studies in Educational Evaluation, 100869. https://doi.org/10.1016/j.stueduc.2020.100869.
Gong, H., Lei, J., & Chen, L. (2021). Phonological store and speechreading performance of Chinese students with hearing impairment. Clinical Linguistics & Phonetics, 36, 456 - 469. https://doi.org/10.1080/02699206.2021.1930175.
Hansen, L., & Hansen, O. (2013). From E-learning to Blended Learning: Re-designing Content and Frame in a Capacity Building Project. Int. J. Emerg. Technol. Learn., 8, 4-9. https://doi.org/10.3991/ijet.v8i5.3001.
Hasanah, E., Suyatno, S., Maryani, I., Badar, M., Fitria, Y., & Patmasari, L. (2022). Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia. Education Sciences. https://doi.org/10.3390/educsci12100650.
Huffman, D., Thomas, K., & Lawrenz, F. (2008). A Collaborative Immersio Approach to Evaluation Capacity Building. American Journal of Evaluation, 29, 358 - 368. https://doi.org/10.1177/1098214008318798.
Ihsan, I., & Fatah, A. (2021). Pancasila and Islamic Education: The Deradicalization Model of Madrasahs Based on Islamic Boarding Schools in Central Java. QIJIS (Qudus International Journal of Islamic Studies). https://doi.org/10.21043/qijis.v9i1.8941.
Johnson, R., Smith, L., & Jones, C. (2019). The effect of project-based learning on engagement and comprehension among students with hearing impairments. Journal of Special Education Technology, 34(1), 47-56. https://doi.org/10.1177/0162643418772321.
Kim, S., Kwon, M., & Han, W. (2015). Development of a School Adaptation Program for Elementary School Students with Hearing Impairment. Journal of Audiology & Otology, 19, 26 - 33. https://doi.org/10.7874/jao.2015.19.1.26.
Kurniawan, S. (2021). Incorporating Pancasila principles into project-based learning for enhancing the educational experience of students with hearing impairments. Indonesian Journal of Inclusive Education, 3(2), 101-112.
Lei, J., & Chen, L. (2015). Speech-reading performance of hearing-impaired students in China. Speech, Language and Hearing, 18, 188 - 195. https://doi.org/10.1179/2050572815Y.0000000001.
Lloyd, J., Lieven, E., & Arnold, P. (2001). Oral conversations between hearing-impaired children and their normally hearing peers and teachers. First Language, 21, 107 - 83. https://doi.org/10.1177/014272370102106104.
Marschark, M., Lang, H. G., & Albertini, J. A. (2002). Educating deaf students: From research to practice. Oxford University Press.
Menter, I., & Murray, J. (2009). Capacity building in teacher education research. Journal of Education for Teaching, 35, 315 - 319. https://doi.org/10.1080/02607470903220398.
Parveen, Z. (2017). Educational Effectiveness Of The 5e Model For Scientific Achievement Of Students With Hearing Impairment. Journal Of Baltic Science Education, 16.
Pratama, A., Nurkamto, J., & Setyaningsih, E. (2017). Describing The Way of Teaching English to Students with Hearing Impairment. English in Education, 5, 75. https://doi.org/10.20961/eed.v5i2.36049.
Scheetz, N. A. (2012). Deaf education in the 21st Century: Topics and trends. Pearson.
Smith, D. F., & Jones, B. L. (2018). Understanding and teaching pupils with special needs: Educator strategies and methodologies. Education and Special Needs Journal, 25(2), 150-165.
Smith, F. A., & Luckner, J. L. (2018). The impact of insufficient teacher preparation on the educational experiences of deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 23(1), 15-24. https://doi.org/10.1093/deafed/enx034.
Smith, K., Maynard, N., Berry, A., Stephenson, T., Spiteri, T., Corrigan, D., Mansfield, J., Ellerton, P., & Smith, T. (2022). Principles of Problem-Based Learning (PBL) in STEM Education: Using Expert Wisdom and Research to Frame Educational Practice. Education Sciences. https://doi.org/10.3390/educsci12100728.
Subaidi, S. (2020). Strengthening Character Education in Indonesia: Implementing Values from Moderate Islam and the "Pancasila".. Journal of Social Studies Education Research, 11, 120- 132.
Sudarsono, K. (2010). Pancasila-based education in Indonesia: The philosophy and practice. Journal of Indonesian Education and Teaching, 4(1), 11-22.
Utari, D., & Afendi, A. (2022). Implementation of Pancasila Student Profile in Elementary School Education with Project-Based Learning Approach. EduLine: Journal of Education and Learning Innovation. https://doi.org/10.35877/454ri.eduline1280.
Wallach, T., & Even, R. (2005). Hearing Students: The Complexity of Understanding What they are Saying, Showing, and Doing. Journal of Mathematics Teacher Education, 8, 393-417. https://doi.org/10.1007/S10857-005-3849-2.
Widoretno, S., Prabowo, C., & Hardiana, N. (2023). Teacher's questions in project-based learning: the impact on the quality of student's concept map components. Res. Pract. Technol. Enhanc. Learn., 18, 31. https://doi.org/10.58459/rptel.2023.18031.
Zhan, Y. (2023). Beyond technology: factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education, 32, 91 - 103. https://doi.org/10.1080/1475939X.2022.2093965.