Peran Teknologi Asistif Terhadap Kinerja Pembelajaran Siswa Tunarungu

Abstract

Abstrak
Siswa tunarungu memiliki kinerja yang berbeda dibandingkan siswa yang mendengar, hal ini dikarenakan siswa
tunarungu mengalami kesulitan dalam hal memahami materi pembelajaran akibat keterbatasan dalam hal
komunikasi. Penelitian ini bertujuan untuk menguji peran teknologi asistif terhadap kinerja pembelajaran siswa
tunarungu. Penelitian ini menggunakan pendekatan kuantitatif non-eksperimental dengan metode survei. Penelitian
dilakukan di SLB Karya Mulia. Sumber data didapatkan dari siswa SLB Karya Mulia dengan jumlah subjek
penelitian 31 orang. Data dikumpulkan melalui kuesioner yang disebarkan kepada siswa. Instrumen penelitian
berupa kuesioner dengan skala likert 1-5 yang mengukur variabel teknologi asistif, dan kinerja pembelajaran.
Analisis data dilakukan dengan menggunakan teknik Partial Least Squares Structural Equation Modeling (PLS
SEM) melalui aplikasi SmartPLS. Hasil penelitian menunjukkan bahwa teknologi asistif berpengaruh positif
terhadap kinerja pembelajaran siswa. Temuan ini menegaskan pentingnya pemanfaatan teknologi asistif secara
efektif disertai keterlibatan aktif siswa, untuk meningkatkan hasil belajar anak tunarungu. Diharapkan teknologi
asistif bisa dimanfaatkan untuk digunakan dalam kegiatan pembelajaran dan dapat dijadikan bahan penelitian
selanjutnya.
Kata Kunci: Teknologi Asistif, Kinerja Pembelajaran, Siswa Tunarungu
Abstract
Deaf student have different performance compared to the hearing student, this is because deaf student have a
difficulty in understanding learning material due to limitation in communication. This study aims to examine the
influence of assistive technology on the learning performance of deaf students and considering student engagement
as a mediating variable. A quantitative non experimental approach was employed using a survey method. Data
were collected through questionnaires distributed to deaf students in inclusive schools and special schools that
implement assistive technology in the learning process. Data analysis was performed using Partial Least Squares
Structural Equation Modeling (PLS-SEM) via SmartPLS software. The findings revealed that assistive technology
positively affects students' learning performance. Student engagement mediates the relationship between assistive
technology and learning performance. Furthermore, the teacher's role strengthens the relationship between
assistive technology and student engagement. These results highlight the importance of effective use of assistive
technology, active student engagement, and teacher support to enhance the learning outcomes of deaf students. It
is hoped that assistive technology can be used in learning activities and can be used as material for further
research.
Keywords: Assistive Technology, Learning Performance, Deaf Students.