Irhamna Nirbhaya Carreca, Herma Retno Prabayanti, Putri Shofi Nabilah, Ramadhani Nur Aisyah, Milani Eka Erfianah

Komunikasi Instruksional dalam Pelatihan Produksi Konten TikTok di Fira Modeling Disabilitas

Introduction

Komunikasi instruksional dalam pelatihan produksi konten tiktok di fira modeling disabilitas . Telusuri komunikasi instruksional efektif dalam pelatihan produksi konten TikTok bagi disabilitas di Fira Modeling. Studi ini mengungkap metode dan media optimal untuk pembelajaran ABK.

Abstract

Komunikasi memegang peranan penting dalam mencapai pembelajaran yang ideal, termasuk dalam kegiatan pembelajaran bagi ABK. ABK sering kali menghadapi kesulitan dalam berkomunikasi dan berinteraksi, terutama ketika berinteraksi dengan kelompok individu yang beragam di masyarakat luas. Penelitian ini bertujuan untuk menganalisis komunikasi instruksional yang diterapkan dalam pelatihan produksi konten TikTok di Fira Modeling Disabilitas. Penelitian ini bertujuan untuk memahami komunikasi instruksional yang terjadi dalam Pelatihan Produksi Konten TikTok untuk Disabilitas, yang diselenggarakan oleh Universitas Negeri Surabaya dengan Fira Modeling Disabilitas sebagai komunitas disabilitas yang heterogen. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara mendalam, dan studi dokumen. Berfokus pada proses komunikasi instruksional oleh Hart, Scott, dan McCruskey, yang terbagi menjadi 5 proses instruksional: 1) Menentukan isi dan tujuan instruksional; 2) Mengidentifikasi perilaku awal; 3) Menetapkan strategi instruksional; 4) Mengatur unit instruksional; dan 5) Umpan balik. Hasil penelitian ini menunjukkan bahwa komunikasi instruksional dalam Pelatihan Produksi Konten TikTok di Fira Modeling Disabilitas terlaksana dengan baik, meskipun tidak banyak melibatkan kelompok reguler dalam interaksi teman sebaya. Komunikasi instruksional berjalan optimal dengan menerapkan metode ceramah, diskusi, dan praktik langsung. Media pembelajaran yang digunakan adalah buku saku, powerpoint, dan audiovisual sebagai sarana interaksi antara siswa dan pengajar. Kata Kunci: Komunikasi Instruksional; Disabilitas; TikTok 

Review

This paper presents a timely and relevant exploration into instructional communication within the context of TikTok content production training for individuals with disabilities at Fira Modeling Disabilitas, a collaboration with Universitas Negeri Surabaya. The study appropriately recognizes the challenges faced by people with disabilities in communication and interaction, underscoring the vital role of effective instructional strategies. Employing a descriptive qualitative methodology, the research meticulously gathers data through observation, in-depth interviews, and document study, providing a robust empirical foundation. The explicit adoption of Hart, Scott, and McCruskey's five-process model of instructional communication offers a clear and structured analytical framework, which is a strength in understanding the nuanced communication dynamics at play in this specialized learning environment. The findings indicate that the instructional communication within the TikTok content production training was executed effectively and optimally. The study identifies key instructional methods—lectures, discussions, and direct practice—along with diverse learning media, including handbooks, PowerPoint presentations, and audiovisual materials, as instrumental in facilitating the learning process. These elements collectively created an engaging and accessible learning environment, crucial for the target demographic. However, the research also highlights a notable observation: the limited involvement of "regular groups" in peer interaction. While the core instructional processes were robust, this aspect points to a potential area where the inclusivity and broader social integration benefits of such training could be further enhanced. Overall, this research makes a valuable contribution by shedding light on effective instructional communication practices within the domain of digital content creation for the disability community. While demonstrating successful implementation of the training, the identified limitation regarding peer interaction with "regular groups" offers a critical avenue for future program development and research. Future studies could explore strategies to foster more integrated peer-to-peer learning experiences, potentially involving a wider societal demographic, to further enrich the training's impact on social inclusion and communication skills. The paper's insights are highly relevant for educators and policymakers striving to design more inclusive and effective digital literacy programs for individuals with disabilities.

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