Penguatan Komunikasi Inklusif melalui Workshop Bisindo bagi Mahasiswa Pendidikan Dasar
DOI:
https://doi.org/10.56013/jak.v6i1.5228Keywords:
inclusive education; Indonesian Sign Language; community service; Elementary Education studentsAbstract
Inclusive education requires prospective teachers to be prepared to establish equal communication with all students, including Deaf and hard-of-hearing learners. However, in practice, Elementary Education students still face limitations in mastering Indonesian Sign Language (Bisindo), hindering effective inclusive communication. This situation underscores the importance of a community service program focused on strengthening inclusive communication competencies for prospective elementary school teachers. This community service activity aims to improve Elementary Education students’ readiness for inclusive teaching through an Indonesian Sign Language (Bisindo) workshop. The method employed is a participatory community service approach involving Elementary Education students as participants, the Deaf community, and sign language interpreters as activity partners. The program included delivery of basic Bisindo material, direct communication practice, and reflective learning experiences. Data were collected through observation during the activities, reflective interviews with participants, and documentation, then analyzed descriptively and qualitatively. The results indicate an increase in students’ understanding of inclusive communication concepts, basic Bisindo skills, and the development of empathy and openness toward student diversity. Overall, this activity contributes significantly to preparing prospective teachers who are more responsive and ready to implement inclusive teaching in elementary schools.
Downloads
References
Abdullah, D. A. W. H., Akbar, M. A., & Azib, M. (2025). Kompetensi guru dalam pendidikan inklusi di sekolah dasar: Kajian literatur sistematis. Nusantara Educational Review, 3(1), 69–77.
Anisa, E. W., Saputra, M. I., & Hijriah, U. (2025). Pendidikan inklusif dan kebutuhan disabilitas: Pendekatan teoritis.
Asriandhini, B., & Rahmawati, C. H. (2021). Bahasa Isyarat Indonesia sebagai konstruksi identitas dan citra sosial Tuli di Purwokerto. Jurnal Bahasa Isyarat, 12(1).
Bharoto, A. (2014). Bahasa Isyarat Yogyakarta. FIB-UI.
Budiyanto, C. W., Ahtafiand, S. B., & Agustin, D. P. (2023). Mendorong terciptanya masyarakat inklusif dengan pelatihan bahasa isyarat tingkat dasar. DEDIKASI: Community Service Reports.
Dasar, T. (2025). DEDIKASI: Community service reports mendorong terciptanya masyarakat inklusif dengan pelatihan bahasa isyarat. Jurnal Pengabdian Masyarakat, 7(2), 59–64.
Haring, W. G. (1982). Exceptional Children and Youth (3rd (ed.)). Merrill Publishing Co.
Isma, S. (2012). Signing varieties in Jakarta and Yogyakarta: Dialect or separate languages? The Chinese University of Hong Kong.
Kartika Murni, R., Padlurrahman, & Murcahyanto, H. (2024). Peran vital Bahasa Isyarat Indonesia dalam membangun komunikasi dan integrasi sosial anak Tuli. Jurnal KIBASP, 8(1), 80–92.
Masithah, S. A., Nuraidah, N., & Hasnawati, H. (2023). Meningkatkan pemahaman tentang anak berkebutuhan khusus melalui sosialisasi dan pelatihan bahasa isyarat. Jurnal Abdi Masyarakat Indonesia, 3(4), 1241–1250.
Murwati, S., & Syefriani, S. (2025). Penggunaan bahasa isyarat dalam pembelajaran seni tari bagi siswa tunarungu tingkat SMP di SLB Negeri Siak. JPPI: Jurnal Penelitian Pendidikan Indonesia, 180–196.
Nasional, D. P. (2007). Pedoman khusus penyelenggaraan pendidikan inklusif. Departemen Pendidikan Nasional.
Nugraheni, A. S., Husain, A. P., & Unayah, H. (2023). Optimalisasi penggunaan Bahasa Isyarat dengan SIBI dan BISINDO pada mahasiswa difabel tunarungu di Prodi PGMI UIN Sunan Kalijaga. Jurnal Holistika, 5(1), 28–33.
Pitaloka, A. P., Fakhiratunnisa, S. A., & Ningrum, T. K. (2022). Konsep dasar anak berkebutuhan khusus. Masaliq: Jurnal Pendidikan Dan Sains.
Rahmah, W. A., & Janah, S. (2024). Efektivitas penggunaan bahasa isyarat bagi penyandang disabilitas dalam pendidikan inklusif di SLB Bina Mandiri. Jurnal Ilmiah Multidisiplin Terpadu.
Rahman, A., Basri, H., & Al-Qudish, H. (2025). Literasi linguistik dalam pendidikan inklusif untuk pengembangan kemampuan berbahasa pada anak berkebutuhan khusus. Mutiara: Jurnal Penelitian Dan Karya Ilmiah.
Rahmawati, O. T., Nur, L., & Purwati, P. (2025). Bahasa isyarat sebagai cermin karakter anak tunarungu di sekolah SLB ABC Argasari Lestari. Jurnal Pendidikan Kebutuhan Khusus, 9(1), 16–21.
Ramadhan, A. T., Rahmania, I. P., Nazarina, V. D., & Arifin, A. J. (2025). Implementation of inclusive education for children with deaf special needs in elementary schools. International Conference on Elementary Education, 7(1), 29–44.
RI, D. (2019). PBS di sekolah penyelenggara pendidikan inklusi.
Tarigan, I. W. br, Saragih, E., Ritonga, A. A., & Darlis, A. (2024). Pendidikan inklusif dalam perspektif Al-Qur’an. Jurnal Pendidikan Tambusai, 8(1), 2623–2635.
Ulfah, S. M., & Ubaidah, S. (2023). Penerapan bahasa isyarat dalam pembelajaran bagi anak berkebutuhan khusus tuna rungu. Journal of Disability Studies and Research, 2(1), 29–43.
Utami, Y. T. (2016). Sikap siswa tunarungu terhadap SIBI. Jurnal Pendidikan Luar Biasa, 1(1).
Widi Ayomsari, S., & Azizah, N. (2024). A case study on the implementation of inclusive education for hearing-impaired students in primary schools. Jurnal Ilmiah Sekolah Dasar, 8(4), 728–738.
Wulandari, A. E., Baharuddin, B., Saputra, M. I., & Asyha, A. F. (2025). Pendidikan inklusif pada anak berkebutuhan khusus di Indonesia: Tinjauan literatur analisis bibliometrik. Action Research Journal Indonesia, 7(1), 189–202.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nurul Amadyah, Eny Satriana, Ummu Khaltsum, Sartika Defianty
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
