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Annisaul Khairat
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Kampus I Universitas Islam Negeri Mahmud Yunus Batusangkar Jl. Sudirman No. 137 Lima Kaum Batusangkar, Tanah Datar, Sumatera Barat, Indonesia
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Ta'dib
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 14108208     EISSN : 25802771     DOI : http://dx.doi.org/10.31958/jt
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
Tadib with ISSN 2580-2771 (Online) and 1410-8208 (Print) is peer review journal was firstly published by Universitas Islam Negeri Mahmud Yunus Batusangkar managed by Faculty of Tarbiyah and Teacher Training. The journal is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of education. The journal is published periodically twice a year, i.e., every June (first edition) and December (second edition).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Search results for , issue "Vol 27 No 1 (2024)" : 21 Documents clear
Enhancing Engagement of Hearing-impaired Pupils in Inclusive Tanzanian Classrooms through Teaching and Learning Materials Jane Charles Mgendi; Theodora Bali; Reuben Sungwa
Ta'dib Vol 27 No 1 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i1.12553

Abstract

Teaching and learning materials are essential tools for enhancing the engagement of hearing-impaired pupils in inclusive classrooms. This study investigated enhancing the engagement of hearing-impaired pupils in teaching and learning materials. The study employed a qualitative, phenomenological design to gain insights into the lived experiences of the participants. Forty-four participants were purposefully selected, including head teachers, teachers, hearing-impaired pupils, and hearing pupils. Data were collected through interviews and observations and analyzed thematically using Excel pivot tables. The findings indicate that hearing-impaired pupils are engaged with teaching and learning materials, such as textbooks, reference books, maps, and diagrams, through prioritizing, showing the materials, and hands-on activities. However, their engagement is hindered by limited time and communication barriers. Furthermore, most teachers reported having limited proficiency in sign language, which hinders their ability to support these pupils in the learning process. The study recommends reviewing inclusive education policies, establishing teacher training programs, and emphasizing the use of sign language as a medium of instruction for hearing-impaired pupils. 

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