The Analysis of Historical Learning Process for the Children with Deaf Special Needs

DOI

10.2991/978-2-494069-17-6_20How to use a DOI?

Keywords

Deaf; History Learning

Abstract

The goal of this study was to discover the process of planning historical learning, as well as the process of learning the history of students with special needs for the deaf at SMALB-B Negeri Pembina Medan, as well as the hurdles to history learning and teachers’ efforts to overcome them. A qualitative research method with descriptive analysis was applied. The information was gathered through observation, interviews, and documentation. Data reduction, data presentation, and conclusion are the three steps of the activity flow used in the data analysis technique. The findings revealed that: (1) History learning is planned in two stages: a meeting at the start of the year to create an annual program and a semester program; and a second stage in which the teacher independently produces lesson plans based on the needs of the pupils. (2) Preliminary activities, core activities, and closing activities are all part of the historical learning process. The four stages of preliminary actions include orientation, perception, motivation, and providing references. The teacher’s learning model is visual learning and expository learning. Visual learning material, such as photographs of historical individuals, documentary videos, and historical films, are used. A book on Social Sciences (IPS) written specifically for the deaf was used as a learning resource. The teacher initiates a question and answer session in the closing exercise, then wraps up the learning material and provides motivation. (3) Learning hurdles include: (a) teachers who do not teach according to their disciplines, (b) pupils’ intellectual capacities and emotional intelligence differ, and (c) restricted school facilities. Attempts to overcome hurdles include: (a) the use of the internet, libraries, and improvised learning tools and media, (b) the use of improvised learning tools and media, and (c) the use of improvised learning tools and media, (b) giving individual guidance to students, and (c) professors participating in MGMP activities on a regular basis to provide perspective.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ribka Meilisna Br Ginting
AU  - Aman
PY  - 2022
DA  - 2022/12/17
TI  - The Analysis of Historical Learning Process for the Children with Deaf Special Needs
BT  - Proceedings of the Annual Conference on Research, Educational Implementation, Social Studies and History (AREISSH 2021)
PB  - Atlantis Press
SP  - 179
EP  - 187
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-17-6_20
DO  - 10.2991/978-2-494069-17-6_20
ID  - BrGinting2022
ER  -