scholarly journals PERANCANGAN BUKU “KOMUNIKASI DALAM ISYARAT” SEBAGAI MEDIA PENGENALAN HURUF HIJAIYAH UNTUK ANAK TUNARUNGU BERBASIS ILUSTRASI

2021 ◽  
Vol 10 (1) ◽  
pp. 201
Author(s):  
Mahendra Wibawa ◽  
Anita Wulan Suci
Keyword(s):  
Sign Language ◽  
Movement Pattern ◽  
Deaf Children ◽  
Book Illustration ◽  
Face Expression ◽  
Hearing Function ◽  
Evaluation Test ◽  
The Media ◽  
Weak Side ◽  
Communication Board

Deaf childrens are children with hearing limitation that can be fully or partial hearing function problems. Deaf childrens can communicate using movement pattern combinations (sign language), accompanied by face expression dan lips reading that can be studied using eyesight. For moslem deaf children, they have limitation on understanding and memorizing hijaiyah alphabets. One of the factors that make it hard to learn is the learning media limitation on Al-Quran for deaf childrens. Media that usually use to learn hijaiyah alphabets is Iqro books, the weak side of this book is there’s no procedure on how to pronounce Al-quran from letters of alphabets or in hijaiyah sign. Start from this limitation on deaf childrens and iqro book’s weaknesses, the idea to designing illustration book of hijaiyah alphabet introduction for deaf children was emerge. The media for the design is a book titled “Komunikasi dalam Isyarat” (“Communicate in sign”) in 20 x 20 cm size with 53 pages and soft covered, the content pages will be in HVS 100g paper. This book will contain hijaiyah alphabets, hijaiyah sign, exercises, evaluation test, and puzzle pieces that will be included in puzzle container.Keywords: book, illustration deaf, sign, hijaiyah.AbstrakAnak tunarungu merupakan anak dengan keterbatasan pendengaran yang kurang berfungsi dengan baik maupun tidak sama sekali. Anak tunarungu berkomunikasi dengan cara menggunakan kombinasi pola gerakan tertentu, juga disertai dengan ekspresi wajah dan gerak mulut yang bisa dibaca secara visual melalui indera penglihatan. Bagi anak tunarungu muslim, keterbatasan lainnya yaitu sulit memahani dan menghafal huruf huruf hijaiyah. Salah satu faktor penyebab sulit memahami huruf hijaiyah adalah keterbatasan media belajar Al-Qur’an khusus untuk anak tunarungu. Media yang selama ini digunakan untuk belajar huruf hijaiyah adalah buku Iqro’, kelemahan pada buku ini karena di dalamnya tidak ada cara membaca Al-Qur’an melalui huruf abjad maupun isyarat hijaiyah. Berawal dari keterbatasan anak tunarungu dan kelemahan pada buku Iqro’, muncullah ide merancang buku ilustrasi pengenalan huruf hijaiyah untuk anak tunarungu. Media yang dirancang merupakan buku berjudul “Komunikasi dalam Isyarat” berukuran 20 cm x 20 dan memiliki 53 halaman, cover buku menggunakan soft cover, dan lembaran halaman menggunakan bahan kertas HVS 100g . Buku ini berisi tentang materi huruf hijaiyah, isyarat hijaiyah, latihan soal, soal evaluasi, dan potongan puzzle yang diletakkan ke dalam puzzle container.Kata Kunci: buku, ilustrasi, tunarungu, isyarat, hijaiyah. Authors: Mahendra Wibawa : Sekolah Tinggi Informatika dan Komputer Indonesia MalangAnita Wulan Suci : Sekolah Tinggi Informatika dan Komputer Indonesia Malang References:38 Lineart. (2019). Kid Knowledges 1. https://www.dafont.com/kids-knowledge.font (diakses tanggal 09 Juni 2021).Darulashom. (2020). Bahasa Isyarat Hijaiyah. https://www.facebook.com/ponpesdarulashom/photos/a.107301890843658/169103007996879 (diakses tanggal 09 Juni 2021).Figuree Studio. (2019). Play Kidz. https://www.dafont.com/playkidz.font (diakses tanggal 09 Juni 2021).Geswein, K. (2017). kg she persisted. https://www.dafont.com/kg-she-persisted.font (diakses tanggal 09 Juni 2021).Gumelar, G., Hafiar, H., & Subekti, P. (2018). Bahasa Isyarat Indonesia Sebagai Budaya Tuli Melalui Pemaknaan Anggota Gerakan Untuk Kesejahteraan Tunarungu. NFORMASI: Kajian Ilmu Komunikasi, 48(1), 66-67.Huda, N. (2019). Aplikasi Bahasa Isyarat Pengenalan Huruf Hijaiyah Bagi Penyandang Disabilitas Tuna Rungu. Jurnal Sisfokom (Sistem Informasi dan Komputer), 8(1), 1-6.. https://doi.org/10.32736/sisfokom.v8i1.582.Ikbal, M. (2021). Huruf Hijaiyah: 30 Huruf Arab yang Luar Biasa [PENJELASAN LENGKAP]. hasana.id. https://hasana.id/huruf-hijaiyah/ (diakses tanggal 09 Juni 2021).Monica, M., & Luzar, L. C. (2011). Efek Warna dalam Dunia Desain dan Periklanan. Humaniora, 2(2), 1084-1096. https://doi.org/10.21512/humaniora.v2i2.3158.Novitasari, D. (2018). Kajian Estetika Melalui Bentuk Keseimbangan Ilustrasi Durga Dengan Teknik Sablon Discharge Sederhana. Jurnal Bahasa Rupa, 1(2), 73–80. https://doi.org/10.31598/bahasarupa.v1i2.263.Rahmawati, A. (2014). Pembelajaran Menggambar Ilustrasi Kartun Siswa Kelas VIII E SMP Negeri 1 Keling Kecamatan Keling Kabupaten Jepara. Eduarts: Jurnal Pendidikan Seni, 3(1), 45–53. https://doi.org/10.15294/eduart.v3i1.4055.Sanyoto, S. E. (2006). Metode Perancangan Komunikasi Visual Periklanan. _______ : Dimensi.Sasongko, M. N., Suyanto, M., & Kurnaiawan, M. P. (2020). Analisis Kombinasi Warna pada Antarmuka Website Pemerintah Kabupaten Klaten. Jurnal Teknologi Technoscientia, 12(2), 153–158.Sesdiawan, M. (2013). Perancangan Media Buku Pop-Up Sebagai Upaya Pencegahan Perilaku Anak Usia 7-12 Tahun Berisiko Obesitas Di Bandung the Design of the Media Book Pop-Up Behavior Prevention Efforts As Thechildren Aged 7-12 Years Are At Risk of Obesity in. e-Proceeding of Art & Design, 2(2), 388–395.Setywan, D. I., Tolle, H., & Kharisma, A. P. (2017). Perancangan Aplikasi Communication Board Berbasis Android Tablet Sebagai Media Pembelajaran dan Komunikasi Bagi Anak Tunarungu. Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, 2(8), 2933–2943.The Little Hijabi Homeschooling. (2020). Poster Isyarat Hijaiyah. https://www.facebook.com/thelittlehijabi/photos/pcb.1553988721421966/1553988514755320/ (diakses tanggal 09 Juni 2021).Wibawa, M., & Suci, A. W. (2021). "Kumpulan Foto dan Gambar Penelitian". Hasil Dokumentasi Pribadi: 26 Februari 2021, STIKI Malang.Wisnuwardani, D. P. (2019). Ada 4, Kenali Ragam Disabilitas. Liputan6.Com. https://m.liputan6.com/disabilitas/read/4126110/ada-4-kenali-ragam-disabilitas (diakses tanggal 09 Juni 2021).

Deaf Epistemology, Sign Language and the Education of d/Deaf Children

2021 ◽  
Vol 57 (1) ◽  
pp. 37-57
Author(s):  
Timothy Reagan ◽  
Paula E. Matlins ◽  
C. David Pielick
Keyword(s):  
Sign Language ◽  
Deaf Children

The Development of American Sign Language–Based Analogical Reasoning in Signing Deaf Children

2019 ◽  
Vol 62 (1) ◽  
pp. 93-105
Author(s):  
Jon Henner ◽  
Rama Novogrodsky ◽  
Catherine Caldwell-Harris ◽  
Robert Hoffmeister
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Analogical Reasoning ◽  
Developmental Trajectory ◽  
Home Language ◽  
Deaf Children ◽  
Chronological Age ◽  
American Sign ◽  
Reasoning Abilities ◽  
Development Of Language

Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.

scholarly journals Deaf Children’s Concept Formation in Mathematics

2005 ◽  
Vol 4 (3) ◽  
pp. 375-376
Author(s):  
Elsa Foisack
Keyword(s):  
Sign Language ◽  
Concept Formation ◽  
Concept Maps ◽  
Deaf Children ◽  
Large Variability ◽  
Self Confidence ◽  
Video Recordings ◽  
Time To Learn ◽  
School For The Deaf ◽  
Bilingual School

The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

scholarly journals Modifying and validating the social responsiveness scale edition 2 for use with deaf children and young people

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0243162
Author(s):  
Barry Wright ◽  
Helen Phillips ◽  
Ann Le Couteur ◽  
Jennifer Sweetman ◽  
Rachel Hodkinson ◽  
...  
Keyword(s):  
Sign Language ◽  
Intraclass Correlation ◽  
Autism Spectrum ◽  
Social Responsiveness Scale ◽  
Deaf Children ◽  
Social Responsiveness ◽  
Deaf People ◽  
Delphi Consensus ◽  
The Social ◽  
Test Retest Reliability

A Delphi consensus methodology was used to adapt a screening tool, the Social Responsiveness Scale– 2 (SRS-2), for use with deaf children including those whose preferred communication method is sign language. Using this approach; 27 international experts (The Delphi International Expert Panel), on the topic of autism spectrum disorder (ASD) in deaf people, contributed to the review of item content. A criterion for agreement was set at 80% of experts on each item (with 75% acceptable in the final fourth round). The agreed modifications are discussed. The modified SRS-2 research adaptation for deaf people (referred to here as the “SRS-2 Deaf adaptation”) was then translated into British Sign Language using a robust translation methodology and validated in England in a sample of 198 deaf children, 76 with Autism Spectrum Disorders (ASD) and 122 without ASD. The SRS-2 Deaf adaptation was compared blind to a NICE (National Institute for Health and Care Excellence) guideline standard clinical assessment. The area under the Receiver Operating (ROC) curve was 0.811 (95% CI: 0.753, 0.869), with an optimal cut-off value of 73, which gave a sensitivity of 82% and a specificity of 67%. The Cronbach Alpha coefficient was 0.968 suggesting high internal consistency. The Intraclass Correlation Coefficient was 0.897, supporting test-retest reliability. This performance is equivalent to similar instruments used for screening ASD in the hearing population.

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