Komang Kurniawan Widiartha, Gede Dana Pramitha

Pemberdayaan Pendidikan Inklusif: Peningkatan Aksesibilitas Pembelajaran bagi Siswa Tunarungu Melalui Media Berbasis ASR dan Animasi Bahasa Isyarat

Introduction

Pemberdayaan pendidikan inklusif: peningkatan aksesibilitas pembelajaran bagi siswa tunarungu melalui media berbasis asr dan animasi bahasa isyarat . Media ASR & animasi bahasa isyarat tingkatkan aksesibilitas pembelajaran siswa tunarungu. Atasi hambatan komunikasi, tingkatkan pemahaman & partisipasi. Penguatan pendidikan inklusif di Indonesia.

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan di SLB Negeri 1 Gianyar dengan tujuan meningkatkan aksesibilitas dan kualitas pembelajaran bagi siswa tunarungu melalui penerapan media pembelajaran berbasis Automated Speech Recognition (ASR) dan animasi bahasa isyarat. Media ini mampu mentranskripsi suara guru menjadi teks secara real-time dan menampilkannya bersamaan dengan animasi bahasa isyarat yang sesuai, sehingga dapat mengatasi hambatan komunikasi yang selama ini menjadi kendala utama dalam proses belajar mengajar. Program melibatkan guru dan siswa secara aktif mulai dari tahap persiapan, pelatihan, hingga implementasi media di kelas. Metode pelaksanaan mencakup lima tahap utama, yaitu koordinasi awal dan identifikasi kebutuhan, penyesuaian media pembelajaran dengan kurikulum sekolah, pelatihan guru dalam pengoperasian media, implementasi langsung di kelas, serta evaluasi efektivitas penggunaan media. Evaluasi dilakukan melalui pretest dan posttest untuk mengukur peningkatan pemahaman siswa, observasi keterlibatan siswa, dan pengumpulan umpan balik dari guru. Hasil evaluasi menunjukkan adanya peningkatan signifikan dalam pemahaman materi oleh siswa tunarungu serta meningkatnya partisipasi mereka selama proses pembelajaran. Guru menyatakan bahwa media ini mudah digunakan, efektif, dan relevan dengan kebutuhan pembelajaran inklusif. Program ini memberikan dampak positif bagi siswa tunarungu dan guru, sekaligus membuka peluang replikasi di sekolah luar biasa lainnya. Dengan rencana keberlanjutan melalui integrasi media ke dalam rencana pembelajaran sekolah, kegiatan ini diharapkan menjadi kontribusi nyata dalam penguatan pendidikan inklusif berbasis teknologi di Indonesia.

Review

The community service report, "Pemberdayaan Pendidikan Inklusif: Peningkatan Aksesibilitas Pembelajaran bagi Siswa Tunarungu Melalui Media Berbasis ASR dan Animasi Bahasa Isyarat," presents a highly relevant and timely initiative addressing a critical challenge in inclusive education. The paper effectively highlights the communication barriers faced by deaf students in conventional learning environments and proposes an innovative technological solution. By integrating Automated Speech Recognition (ASR) with real-time sign language animation, the authors introduce a promising approach to significantly enhance learning accessibility and quality for deaf students, particularly within the Indonesian context. The clarity in identifying the problem and the directness of the proposed intervention are notable strengths from the outset. The methodology employed is well-structured and practical, adhering to a five-stage process that systematically moves from initial needs assessment and media adaptation to teacher training, classroom implementation, and comprehensive evaluation. The active involvement of both teachers and students ensures the developed media is contextually relevant and user-friendly. Crucially, the evaluation strategy, encompassing pretest-posttest comparisons for student understanding, observation of engagement, and qualitative feedback from teachers, provides a robust measure of the intervention's effectiveness. The reported findings – a significant improvement in student comprehension, increased participation, and positive teacher reception regarding usability and relevance – strongly support the efficacy of the ASR and sign language animation media as a viable tool for inclusive learning. The program's immediate positive impact on both deaf students and their teachers at SLB Negeri 1 Gianyar is evident and commendable, providing a practical demonstration of how technology can bridge educational gaps. Furthermore, the explicit mention of plans for sustainability through integration into school lesson plans and the potential for replication across other special needs schools underscores the long-term vision and scalability of this initiative. While the abstract does not delve into specific challenges encountered or granular data from the evaluation, it clearly positions the work as a significant contribution to strengthening technology-based inclusive education in Indonesia. This paper sets a valuable precedent for future research and implementation efforts aimed at fostering more accessible and equitable learning environments for students with special needs.

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