Putri Sari Ulfa Sembiring, Roy Nuary Singarimbun

Creative Communication: Implementing Sign Language Learning through Interactive Videos to Develop Inclusive Education in Early Childhood Education in Medan Tuntungan District

Introduction

Creative communication: implementing sign language learning through interactive videos to develop inclusive education in early childhood education in medan tuntungan district. Implement sign language learning via interactive videos for creative communication in early childhood education. Foster inclusive classrooms, boost participation & diversity awareness.

Abstract

This study aims to develop a model of creative communication through the implementation of sign language learning using interactive videos as an effort to support inclusive education in Early Childhood Education (ECE) in Medan Tuntungan District. In an inclusive educational environment, children with special needs require adaptive and communicative learning approaches in order to interact effectively. Interactive videos are considered an engaging and effective medium for introducing sign language to children, teachers, and their peers. This research employs a descriptive qualitative approach, with data collected through observations, interviews, and documentation. The results show that the use of interactive videos in sign language learning can enhance participation, communication understanding, and inclusivity in classroom learning activities. This implementation also strengthens the awareness of teachers and students about the importance of embracing diversity and creating a learning environment that is welcoming for all children.

Review

This study addresses a highly pertinent and critical area in contemporary education: the development of inclusive practices within Early Childhood Education (ECE) settings. The proposed model of creative communication, leveraging interactive videos for sign language learning, offers a commendable and innovative approach to fostering an accommodating environment for children with special needs. The focus on Medan Tuntungan District provides a specific context, making the findings potentially valuable for localized implementation while also having broader implications for ECE inclusivity initiatives. The premise that interactive videos can effectively engage young children, teachers, and peers in learning sign language to enhance communication and participation is well-founded and speaks to a significant need in achieving truly inclusive classrooms. The research employs a descriptive qualitative approach, utilizing observations, interviews, and documentation to gather data, which are appropriate methods for exploring the nuances of communication, understanding, and inclusivity within a classroom setting. The reported findings—that interactive videos enhance participation, communication understanding, and inclusivity, while also strengthening awareness among teachers and students—are certainly positive and encouraging. However, the abstract could benefit from greater detail regarding the specific characteristics of the "model of creative communication" developed. For instance, what are the key components of this model beyond the use of interactive videos? How was "enhanced participation" or "communication understanding" specifically observed and analyzed in a qualitative manner? Providing a glimpse into the depth of qualitative analysis would further strengthen the perceived robustness of these claims. Overall, this research presents a valuable contribution to the discourse on inclusive education in ECE. While the abstract offers promising results, future iterations of this work, or a full manuscript, would benefit from a more elaborate discussion of the theoretical underpinnings of the developed model, the precise nature and design of the interactive videos, and the detailed methodology for qualitative data analysis. Furthermore, exploring the long-term impact of this intervention, scalability to other districts, and the specific challenges encountered during implementation would significantly enrich its practical applicability. Nevertheless, this study provides an excellent foundation for promoting accessible communication strategies and fostering a more welcoming learning environment for all children.

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