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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Jurnal Ecopsy Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JFIOnline Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Journal of Pharmaceutical Care and Sciences Jurnal Progress: Wahana Kreativitas dan Intelektualitas Tashwir: Jurnal Penelitian Agama dan Budaya SASANGGA: Journal of Education and Learning
Raihanah Raihanah
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Health Professions Immunology & microbiology Medicine & Pharmacology Social Sciences Other

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Journal : SASANGGA: Journal of Education and Learning

 1 
TEKNIK KOMUNIKASI GURU PADA PENYANDANG DISABILITAS TUNADAKSA DALAM MENDAMPINGI MELEK AKSARA PESERTA DIDIK Raihanah, Raihanah
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 1 No 2 (2023): July-December
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v1i2.11

Abstract

Communication is not just about talking; it also involves life experiences, thought patterns, and imagination. Therefore, when teaching children with special needs, teachers employ different communication techniques. This research aims to explore the communication techniques used by teachers to enhance literacy in children with physical impairments, along with the supporting and inhibiting factors involved. This study employs a qualitative descriptive case study approach. The research subjects included homeroom teachers, special education (ABK) support teachers, and children with physical impairments at SDIT Al-Firdaus Banjarmasin. Data collection methods included observation, interviews, and documentation. The findings reveal that the communication techniques used by teachers to enhance literacy include informative communication, persuasive communication, instructive communication, and human relations communication. The supporting factors for teacher communication in promoting literacy include internal aspects such as the teacher’s mood, intonation, and facial expressions. External supporting factors include children's intellectual abilities, responsiveness, ethics, and manners, as well as the availability of facilities and infrastructure. Inhibiting factors are categorized as internal, such as educational background, experience, and teacher training, and external, such as children's moods, health conditions, and the challenges of distance learning.
Co-Authors Ain, Hafizah Qurratul Azieza, Nayla Dewi Umaningrum Dwi Nur Rachmah Fatimah, Siti Fatimah fitriani, Siska Fitriani Ika Kusuma Nugrahaeni Irfan Noor, Irfan Laili, Rofiatul Laili Mahmud Yusuf Muhammad Iqbal Noor, Muhammad Iqbal Noor, Siti Umrah NOVIANI, YUSLIA Rahmah Rahmah Rusdiana Husaini Seniwaty Seniwaty Sinta, Sinta Pratiwi Siti Aisyah siti Aisyah, Siti Aisyah Siti Monica Anjani Tanau, Meydisa Utami Tarwilah Tarwilah Ulfah, Siti Ariani