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"Keterbatasan fungsi indera pendengaran penyandang tunarungu menyebabkan munculnya budaya-budaya yang hanya dapat dirasakan oleh mereka. Dalam melangsungkan budayanya yang unik ini mereka membutuhkan ruang yang accessible layaknya penyandang difabel yang lain. Oleh karena itu, prinsip deaf space dihadirkan agar kebutuhan penyandang tunarungu dapat dipertimbangkan dalam perancangan ruang bangunan/urban. Prinsip deaf space dirumuskan oleh komunitas tunarungu di Gallaudet University, Amerika Serikat. Prinsip deaf space ini dibuat berdasarkan pengalaman dan kondisi yang berlaku pada komunitas tunarungu yang merancangnya, padahal komunitas tunarungu dapat mengalami perkembangan seiring berjalannya waktu. Salah satu bentuk perkembangan yang dialami komunitas ini adalah penggunaan alat bantu dengar dan perkembangan komunikasi verbal oleh pemanfaatan alat bantu dengar. Perkembangan yang dialami oleh komunitas ini dapat mempengaruhi kebutuhan ruangnya, sehingga prinsip deaf space ini juga harus disesuaikan dengan perkembangan tersebut. Pengetahuan tentang penyesuaian prinsip deaf space ini membuktikan bahwa pendekatan desain yang dibutuhkan oleh kedua tipe komunitas tunarungu tersebut sangat berbeda. Apabila pendekatan desain yang dibutuhkan oleh komunitas tunarungu yang berkomunikasi visual lebih berfokus pada pengoptimalan kualitas visual oleh bukaan, komunitas tunarungu yang berkomunikasi verbal lebih berfokus pada pengoptimalan kualitas akustik ruang.

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Their sense of hearing limitation causes the forming of cultures that can only be felt by their own community. In carrying out this unique culture they need an accessible space like the other difable. Therefore, deaf space is presented so deaf rsquo s needs can be considered in the building urban design.

Deaf space principle was formulated by Deaf community at Gallaudet University, USA. This principle is made based on experiences and conditions that apply to their own community, meanwhile Deaf community can evolve over time. One of the change that happened in Deaf community is the use of hearing aids and the development of verbal communication by it.

The development experienced by this community can affect their needs of space, so the deaf space principles is also need to be adapted with these developments. Knowledge on the adaptation of deaf space principle proves that design approach required by the two types of Deaf communities is very different. If the design approach required by the visual communicating community is more focused on optimizing the visual quality by the openings, the verbal communicating community is more focused on optimizing the acoustic quality of space."

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Kemampuan bahasa semantik adalah kemampuan pemahaman bahasa yang seringkali berkaitan dengan pemahaman mengenai kosakata. Kemampuan ini memiliki peran untuk membantu proses belajar anak. Anak tunarungu menemui hambatan dalam mengembangkan kemampuan bahasa semantiknya, dan hal ini bisa dipengaruhi oleh metode komunikasi yang digunakan. Penelitian ini bertujuan untuk memeroleh gambaran tentang perkembangan bahasa semantik anak tunarungu yang menggunakan tiga metode komunikasi, yaitu oral, bahasa isyarat, dan komunikasi total. Sebanyak 30 anak tunarungu kelas 3-6 SD yang sudah mampu membaca beserta orang tuanya menjadi partisipan dalam penelitian ini. Penelitian dilaksanakan secara online menggunakan PPVT 4^th ed untuk mengukur kemampuan bahasa semantik dan Kuesioner Metode Komunikasi. Hasil analisis menggunakan exploratory data analysis menunjukkan adanya perbedaan kemampuan bahasa semantik antar kelompok metode komunikasi dengan kemampuan bahasa semantik tertinggi di kelompok bahasa isyarat. Penelitian selanjutnya disarankan untuk menambah jumlah partisipan, melakukan pengembangan norma PPVT 4^th ed dan mengukur variabel lain yang menjadi faktor dalam menjelaskan efektivitas penggunaan metode komunikasi terhadap perkembangan kemampuan bahasa semantik.

 

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Semantic language skills is language comprehension skills that are often related to understanding vocabulary. Who has a role to help children's learning processes. Deaf Children have obstacles in developing their semantic language skills, and this can be influenced by their communication methods. This study aims to obtain an overview of the semantic language development of deaf children using three methods of communication, that is oral, sign language, and total communication. A total of 30 deaf children from grade 3-6 elementary school who were able to read and their parents became participants in this study. The study was conducted online using PPVT 4^th ed to measure semantic language skills and the Communication Method Questionnaire. The results of exploratory data analysis show that there are differences in semantic language skills between groups of communication methods and the highest semantic language skills in sign language groups. Future studies are suggested to increase the number of participants, make consideration to deveelop PPVT 4^th ed norms and measure other variables that possibly become factors in explaining the effectiveness of using communication methods for development semantic languages skill.

 

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"Ketunarunguan mempengaruhi cara persepsi ruang, proteksi diri, dan komunikasi penyandang tunarungu. Demikian juga kebutuhan ruangnya. Salah satunya adalah akses visual. Akses visual tidak hanya bersifat langsung tetapi juga bersifat tidak langsung. Terdapat aspek-aspek penting yang menentukan kualitas akses visual yang baik bagi penyandang tunarungu, yakni keberadaan elemen pendukung askes visual, posisi, tata ruang, jarak, visibility, ukuran, dan penerangan. Tingkat kewaspadaan, aktivitas, kebutuhan akses visual dan privasi juga dibahas. Terdapat perbedaan kebutuhan askes visual di tempat privat dan publik. Terdapat konflik yang ditimbulkan oleh elemen akses visual: konflik terkait kesulitan akses visual, konflik privasi dan konflik pembatasan akses. Pengetahuan mengenai peranan dan konflik akses visual yang dihadapi penyandang tunarungu, dapat memberi sumbangan yang bermakna dalam penciptaan arsitektur yang ramah bagi penyandang tunarungu.

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Deafness affects the deaf's way of space perception, self protection, communication and space requirement. One of the needs is visual access. Visual access can applied directly and indirectly. There are important aspects that determine the quality that give benefit or good for visual access of the deaf such as elements that support visual access, position, space/room arrangement, distance, visibility, measurement and lightness. Level of alertness, access need and privacy will also be discussed due to their importance in influencing the deaf. There is a difference between visual access in private place and in public. Visual access elements may rise conflicts includes those related to difficulties conflict that meets visual access need, privacy conflict and conflict that limits visual access. Knowledge on the role and conflict of visual access faced by the deaf would be a significant contribution in creating a friendlly architechture for them."

"Education of the deaf has a proud heritage with regard to scholarship and professional education. This is exemplified by the longevity of the International Congress on Education of the Deaf, which was first held in 1878. Just as it was at the time of the first International Congress, diversity continues to be the norm within the population of deaf and hard of hearing (DHH) learners on many different levels. Given that diversity, the logic for the resolutions made at the 1880 Congress in Milan, which sought to proscribe the use of sign language in education of the deaf, is questioned. It is argued that then, as now, differentiated educational responses were required to accommodate the diverse characteristics of the population of DHH learners. Current research examining the factors associated with the variance in developmental outcomes for DHH learners is reviewed. It is concluded that professionals involved in the identification and education of DHH children should be no less skeptical today about suggestions that there should, or could, be any One True Path to seek language, communication, and educational outcomes for all deaf children."

"Anak tunarungu seringkali didapati mengalami keterlambatan fungsi kognitif yang berakibat pada keterlambatan pencapaian akademis, namun keterlambatan tidak terjadi pada visual-spatial working memory, yang biasa digunakan dalam pemecahan soal matematika. Penelitian sebelumnya menemukan bahwa visual-spatial working memory pada anak tunarungu berbeda akibat metode komunikasi anak tunarungu yang mengandalkan penglihatan. Sedikit penelitian yang memperlihatkan gambaran kapasitas visual-spatial working memory secara utuh pada anak tunarungu dengan metode komunikasi oral, total, dan bahasa isyarat. Penelitian ini memperlihatkan gambaran tersebut yang didapat melalui pengisian kuesioner mengenai penggunaan metode komunikasi dan pengukuran visual-spatial working memory pada 30 anak tunarungu kelas 3-6 SD. Pengisian kuesioner dilakukan oleh orang tua, dan pengukuran visual-spatial working memory dilakukan dengan anak memainkan Lion Game melalui Zoom call.Hasil penelitian menunjukkan mean proporsi skor kapasitas visual-spatial working memory anak tunarungu dengan metode komunikasi oral sebesar 0,432 (SD=0,151) dengan level 2,55. Mean proporsi skor kapasitas visual-spatial working memory anak tunarungu metode komunikasi total sebesar 0,453 (SD=0,153) dengan level 2,53. Terakhir, mean proporsi skor kapasitas visual-spatial working memory anak tunarungu metode komunikasi bahasa isyarat sebesar 0,397 (SD=0,128) dengan level 3,25. Dari hasil penelitian ini diketahui kapasitas visual-spatial working memory pada anak tunarungu dengan metode komunikasi oral, total, dan bahasa isyarat belum maksimal.

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Children with hearing impairment or deaf usually experience cognitive function delays, but not in visual-spatial working memory which commonly used in mathematical problems. Previous studies discovered that the visual or spatial working memory in deaf children is different due to the communication methods that rely on vision. This study describes deaf childrens visual-spatial working memory by measuring the visual-spatial working memory of 30 deaf children in grade 3-6 elementary school and identifying their communication methods through questionnaires. Questionnaires are filled in by the parents of deaf children. The visual-spatial working memory measurement utilizes the Lion Games through Zoom meetings.This study shows that the mean score of the visual-spatial working memory of deaf children with oral communication is 0.432 (SD=0.151) with average maximum level 2.55. Furthermore, the mean score of the visual-spatial working memory of deaf children with total communication is 0.453 (SD=0.153) with average maximum level 2.53, and the mean score of the visual-spatial working memory of deaf children in sign language is 0.397 (SD=0.128) with average maximum level 3.25. To conclude the result, it can be argued that deaf children visual-spatial working memory span with oral, total, and sign language communication methods still not reach the maximum point."

"Penelitian ini dilatarbelakangi perbedaan metode pembelajaran bagi penyandang disabilitas tunarungu atau Tuli dengan masyarakat pada umumnya. Sebagian orang Tuli menggunakan bahasa isyarat sebagai mode komunikasi dalam keseharian, termasuk dalam pendidikan. Dalam implementasinya, pembelajaran menggunakan bahasa isyarat mengandalkan gerakan tangan, tubuh serta ekspresi wajah. Fenomena ini umumnya ditemukan pada lembaga-lembaga pendidikan khusus peserta didik Tuli, salah satunya di Pondok Pesantren Tunarungu-Tuli Jamhariyah yang terletak di Kab. Sleman, D.I. Yogyakarta. Pondok Pesantren Tunarungu-Tuli Jamhariyah mengajarkan para santrinya berbagai bidang ilmu seperti al-Qur’an, akidah akhlak, dan termasuk fikih dasar yang sejatinya wajib dipelajari setiap Muslim karena merupakan amalan sehari-hari orang Muslim. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran fikih yang fokusnya berupa thaharah (bersuci) dan salat di Pondok Pesantren Tunarungu-Tuli Jamhariyah, serta menjelaskan faktor pendukung dan penghambat dalam implementasi pembelajarannya. Metode penelitian ini adalah kualitatif dengan pendekatan studi kasus menggunakan data primer (wawancara dan observasi ke lapangan), serta ditunjang data sekunder. Teori yang digunakan untuk mengkaji penelitian ini adalah teori perkembangan belajar Jerome Bruner (1966). Hasil penelitian ini menunjukkan implementasi pembelajaran fikih di Pondok Pesantren Tunarungu-Tuli Jamhariyah menitikberatkan pada praktik yang bersifat pengulangan.

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This research is motivated by differences in learning methods for Deaf and hard of hearing people with society in general. Some Deaf people use sign language as a mode of communication in daily life, including in education. In its implementation, learning using sign language relies on hand movements, body and facial expressions. This phenomenon is commonly found in special educational institutions for Deaf students, one of which is at the Jamhariyah Deaf Islamic Boarding School located in Sleman, S.R. Yogyakarta. Jamhariyah Deaf Islamic Boarding School teaches its students various fields of knowledge such as the Koran, aqidah akhlaq, and including fiqh which every Muslim must learn because it is a Muslim's daily practice. This study aims to describe the implementation of fiqh learning which focuses on thaharah and salah at Jamhariyah Deaf Islamic Boarding School, as well as explaining the supporting and inhibiting factors in the implementation of the learning. This research method is qualitative with a case study approach using primary data (interviews and field observations), and supported by secondary data. The theory used to examine this research is Jerome Bruner's theory of learning development (1966). The results of this study indicate that the implementation of fiqh learning at Jamhariyah Deaf Islamic Boarding School Jamhariyah focuses on repetitive practices."

"Teman Tuli adalah identitas yang disematkan kepada tunarungu di Indonesia. Identitas Tuli dengan huruf T kapital dianggap lebih berterima bagi kelompok Tuli. Namun, identitas tunarungu nyatanya lebih populer digunakan di kalangan masyarakat dengar. Selain itu, Tuli juga sesungguhnya memiliki pilihan identitas lain yang dapat berdiri di antara kedua identitas tersebut, yakni bikultural. Penelitian ini ingin memahami pembentukan konstruksi identitas budaya teman Tuli di Jambi: apakah mereka memilih menjadi Tuli, tunarungu, atau bikultural. Pengambilan data dilakukan dengan metode etnografi. Peneliti melakukan observasi, FGD (focus group discussion), dan wawancara mendalam terhadap teman Tuli di Jambi yang berusia 18—26 tahun. Hasil penelitian menunjukkan bahwa seluruh responden mengidentifikasikan diri mereka sebagai Tuli alih-alih tunarungu dan bikultural. Namun, dalam praktiknya, peneliti menemukan bahwa terdapat responden yang menerapkan praktik bikultural. Selain itu, peneliti juga menemukan adanya pengaruh yang besar dari ketergabungan dengan organisasi Tuli, terutama Gerkatin dan Pusbisindo, dalam pengonstruksian identitas teman Tuli di Jambi.

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Deaf (Tuli) is an identity pinned to the deaf in Indonesia. Deaf identity with a capital D is considered more acceptable for the Deaf group. However, the deaf (tunarungu) identity is in fact more popularly used among the hearing community. In addition, Deaf also has a choice of other identities that can stand between the two identities, namely bicultural. This study aims to understand the construction of the cultural identity of the Deaf in Jambi: whether they choose to be Deaf (Tuli), deaf (tunarungu), or bicultural. Data collection was done by ethnographic method. Researchers conducted observations, focus group discussions (FGD), and in-depth interviews with Deaf in Jambi aged 18-26. The results showed that all respondents identified themselves as Deaf (Tuli) instead of deaf (tunarungu) and bicultural. However, in practice, the researchers found that there were respondents who applied bicultural practices. In addition, the researcher also found that there was a big influence from joining the Deaf organizations, especially Gerkatin and Pusbisindo, in the construction of the identity of Deaf in Jambi."