Enhance the Capacity of Potential Educators to Construct a Comprehensive Understanding of Students with Hearing Impairments by Utilizing Pancasila Principles Through Project-Based Learning
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May 10, 2024
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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.
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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
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References
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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.
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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.
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.