Amrul Hayat

KESIAPAN SEKOLAH DALAM PERENCANAAN PEMBELAJARAN PENJAS BAGI SISWA TUNARUNGU DI SEKOLAH LUAR BIASA DALAM MENGHADAPI PANDEMI COVID 19

Introduction

Kesiapan sekolah dalam perencanaan pembelajaran penjas bagi siswa tunarungu di sekolah luar biasa dalam menghadapi pandemi covid 19. Penelitian ini mengkaji kesiapan sekolah luar biasa dalam perencanaan pembelajaran Penjas bagi siswa tunarungu di masa pandemi COVID-19. Temukan tantangan implementasi dan evaluasi.

Abstract

The Aim of research is knowing how readiness of school in lesson plan for deaf students in schools is outstanding in the face of covid 19. This research is a type of qualitative descriptive research, which illustrates how school readiness in learning planning for deaf students in schools is outstanding in the face of covid- 19 pandemics. The subjects in the study were principals and physical education teachers. The data collection techniques used in this study are observation, interview and documentation. The data analysis techniques used in this study are data reduction, data display and data verification. The results showed that the school's readiness in planning the learning for deaf students in the school was outstanding in the face of covid-19 pandemic in terms of preparation was good enough, while in the implementation and evaluation stage was relatively poor due to the onsanion of out-of-school learning by not doing face-to-face when teaching. In addition, the role of physical education teachers has not been able to performwell when in planning physical education learning during the covid-19 pandemic.

Review

This study addresses a highly relevant and critical topic concerning the readiness of special schools in planning physical education (PE) for deaf students during the unprecedented challenges posed by the COVID-19 pandemic. Employing a qualitative descriptive approach, the research effectively aims to explore how schools adapted their instructional planning, implementation, and evaluation for this specific vulnerable population. The focus on deaf students within special schools provides valuable insights into a niche area often overlooked in broader educational readiness discussions, making the findings particularly pertinent for special education stakeholders. While the research topic and qualitative methodology are appropriate for gaining in-depth understanding, the abstract reveals several areas for potential enhancement. The abstract indicates that "preparation was good enough" but "implementation and evaluation stage was relatively poor," alongside the observation that PE teachers "have not been able to perform well." This stark contrast between preparation and execution warrants further explanation. The abstract does not elaborate sufficiently on the specific obstacles encountered during implementation and evaluation, nor does it detail the precise reasons for teachers' underperformance, especially considering the unique communication and instructional needs of deaf students in a remote learning environment. Clarifying the nature of these challenges (e.g., lack of specialized online tools, teacher training, student engagement issues, or communication barriers) would significantly strengthen the study's analytical depth. Despite these points, the study offers important implications for practice and future research. It highlights the urgent need for targeted professional development for PE teachers in special schools, focusing on adaptive and inclusive online pedagogies for deaf students. The findings suggest that merely preparing for remote learning is insufficient; effective implementation and robust evaluation mechanisms are crucial for ensuring quality education during crises. Future research could build upon these findings by exploring specific successful strategies for remote PE for deaf students, developing comprehensive training programs, and investigating the resource and policy reforms necessary to bridge the gap between preparedness and effective delivery in special education during times of disruption.

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