162

Journal  of  ICSAR
ISSN (print): 2548-8619; ISSN (online): 2548-8600
Volume 1 Number 2 July 2017

The Planning of Learning Model for  Students with Hearing Impairments  in the 
Elementary School Inclusion

Indina Tarjiah

Universitas Negeri Jakarta, Indonesia 
Email: indina.tarjiah@gmail.com

Abctract: This research aims to produce a design of the model of planning learning for students with 
hearing impairments in inclusive elementary school in the region of DKI Jakarta. This research involves a 
number of subjects as participants i.e. academics, teachers in inclusive elementary schools, and teachers of 
the school outstanding. Research methods used in this research is quantitative research with engineering 
survey to obtain data about problems in learning for deaf learners to then be processed, analyzed which 
then serve as material for the development of model design planning of learning for students  with hearing 
impairments at  Elementary School Inclusion. The research was carried out in February until May 2016 
at 10 State primary school inclusive education providers in the region of DKI Jakarta. The results showed 
that of the 10 schools, there are 7 schools have yet to develop a plan of learning and not to apply the 
principles of learning for the students with hearing impairments, while the 3 schools have already begun 
trying to adjust to the needs of deaf students, although not optimal.  Based on the above findings, then 
design learning planning model designed for deaf students with the following stages: (1) the development 
of the syllabus. (2) the development of the plan of implementation of the Programme of learning and 
Individual Learning.

Key Word: School inclusion, planning of Learning Model, students are deaf.

Children with hearing impairment require special 
education services in order to develop its potential 
optimally. Curriculum and the learning process needs 
to be designed specifically so that it fits with their 
needs, so that in turn is able to empower them to 
become an independent human. The Organization of 
special education for children with hearing impairment 
has been the commitment of the Government of 
Indonesia. This looks of sound article 5 paragraph 2 
of ACT No. 20/2003 which States that citizens who 
have abnormalities of physical, emotional, mental, 
intellectual, social and/or eligible for special education.

The facts on the ground indicate that there is still 
very little deaf children and children in need of special 
education which has got a chance. Data sourced from the 
Central Bureau of statistics (BPS) said that the number 
of children in need of special projection in Indonesia 
in 2008 was 1,504,000 people, and 322 thousand of 
whom are school-age children in need special (5-18 
yrs). Furthermore, the data of the Directorate of the 
school’s Outstanding Coaching (PSLB) shows that the 
number of children in need has got special education in 
schools was 66,610. 

Thus, recently, about 20% of children in need of 
special school age (including the deaf) who has had 
the opportunity to follow education. His little access to 
education for deaf children and children in need special, 

because it’s still the least amount of outstanding schools 
(SLB) in Indonesia. Data of the Ministry of national 
education mentioned that currently there were only 
recorded 1569 SLB across Indonesia from pre-school 
until secondary school. Of these only 302 schools run 
by the Government (public schools).

There are two fundamental issues which led to the 
sluggish development of outstanding school, namely 
(1) the establishment of the necessary investment costs 
SLB expensive, (2) on the other hand the existence of 
children in need of special is not concentrated in one 
area in great numbers, but it is scattered in various 
locations and corners. This condition causes the more 
economic establishment is not unusual.

To resolve the issue, currently there is one thought 
which is considered an effective inroads to tackling the 
problem of educational opportunities for deaf children, 
i.e. the concept of “inclusive education”. Inclusive 
education can be meant as a philosophy and also 
strategy in education, where children with a variety of 
conditions (including children in need special) can be 
educated together in regular schools (public school). 
This thinking is promising an increase in educational 
opportunities that are significant for deaf students, 
because of the inclusive education opportunites to deaf 
students to attend regular school education (public 
schools) anywhere close to his residence.



163Indina Tarjiah, The Planning of Learning Model for  Students with Hearing Impairments  in the . . . .

Inclusive education have been rolled out by the 
Government. A number of regular school has been 
established as an inclusive education providers schools 
both public and private. In Jakarta for example, 
currently listed there are 372 designated as school 
schools inclusive education providers, which include 
primary school (elementary school), Middle School 
(Junior High School), a secondary school (High School) 
and secondary school (SMK).  For the primary school 
level, there are approximately 200 schools inclusive 
education providers. The schools in addition to running 
his mission of giving education to the students of 
“General”, they also receive and serve the education for 
the children in need special, including deaf students. 

To date research review about optimalisasai 
education services leading to more inclusive aspect 
of the infrastructure supporting inclusive education 
services, understanding of educators and educational 
power against the objective of inclusive education in 
primary schools, the limited knowledge of parents 
and teachers about the concept of the children in need 
special and inclusive education concept.

Schools that expressed as inclusive schools 
generally don’t have teachers who have the insight 
and ability to serve children in need of special. Also 
supporting facilities and infrastructure are not yet 
adequately equipped. Schools and teachers as well as 
other parties involved in education are still ambiguous 
about how inclusive education should be run. This 
relates to the issue of curriculum, learning, classroom 
setting and infrastructure, evaluation of learning, 
increase graduation class, and others. They do not yet 
have an adequate understanding, how such aspects 
should be designed so that it is suitable for deaf children.

Research related to development of a model of 
learning for the children in need special has been done 
by Supena (2009) about the development of inclusive 
education service for students mental retardation. 
Subsequent research conducted by Indina (2014) 
about the development model of learning for students 
learning difficulties in the elementary school inclusion. 
Meanwhile some research that examines about 
optimization of the inclusive education service has 
been done more leads on the infrastructure supporting 
the inclusive education services, understanding of 
educators and educational power against the objective 
of inclusive education in primary school,  teachers 
of children in need special and inclusive education, 
inclusive education environment towards the 
development of a children in need special behavior 
(Indriawati, 2013; Mahabbati, 2012) Research (Elisha: 
2013) about the inclusive education focuses on the role 
of teachers of special education supervisor, inclusive 
attitudes of educators, educational personnel, and 
attitude of the students towards the inclusive education.

The research concentrates on development model 

of learning is still very lacking, while children in need 
of special type consists of  9 species, one of which is a 
child with a hearing impairments or deaf. Based on the 
above studies show that current research on inclusive 
education examines many aspects of external supporters 
against holding of inclusive education. Therefore, to 
speed up the optimalisasai of learning for children in 
need of special education in inclusive settings, then the 
necessary research that leads to the development of one 
of the components of learning to one of the children in 
need special type that is associated with the planning 
of learning for deaf students in the elementary school 
inclusion.

METHOD 

This research involves a number of subjects as 
participants i.e. academics, teachers at the school, the 
teacher in inclusive schools and also the bureaucracy 
associated with the implementation of the educational 
inclusion. 

This research begins with doing coordination with 
10 elementary school inclusion for initial data capture 
in the field related to the analysis of the potential and 
problems, then from the results of surveys carried out 
discussions (FGD) data analysis and discussion of the 
model of learning in the design of the workshop model 
of learning. This activity involves experts in the field of 
Education (academics),  special school teachers (SLB), 
regular school teachers and bureaucrats.

FINDINGS AND DISCUSION 

Findings

The syllabus is the learning plans are made 
for a period of one semester for a particular subject. 
The syllabus is made in the form of a matrix (table) 
which contains 8 components namely: (1) the standard 
of competence, (2) basic competence, (3) material 
formulation, (4) indicators of success, (5) learning 
activities, (6) the allocation of time, (7) resources and 
media learning, (8) evaluation. The syllabus is created 
for each subject, in one semester in a class. In addition 
to loading the 8 components above, the syllabus is 
usually preceded by the identity of the subjects. 

Learning implementation plan (RPP) is a learning 
plan that is made for one or several times within a 
particular subject. RPP is outlining more details and 
operation of the syllabus. Components written in more 
or less the same as the RPP syllabus. The difference 
with the syllabus is that the RPP is made not in the form 
of a matrix (a table) but the blurb that extends to the 
bottom. 



164 Journal of ICSAR; Volume 1, Number 2, July 2017: 162-165

like that. The following public contofhformat the RPP 
is presented individually.

On the development model of separate/individual 
RPP; Standards of competence (not modified), the 
basic Competence (not modified), subject matter (not 
modified), indicators of success (not modified), the 
allocation of time (not modified), the Learning Activities 
(there are mods), Media and learning resources (there 
are mods), and evaluation (relative contents are the 
same, there are some parts of the modified)

Learning resources is everything that can be 
used as a source for acquiring knowledge, skills and/
or experience for students. Source (material) a written 
learning for deaf students are essentially the same as 
other students. This means that the text books and other 
written materials that can be used by other students 
(General), essentially can also be used by deaf students. 
Just need a little help or guidance from teachers, 
particularly for the ability of deaf language has not 
developed enough. This condition usually occurs in 
primary level.  

When students with hearing impairments try to 
read the textbooks of general lessons, then consider and 
ask if they can understand the contents of the book. If 
not, then give additional explanation and if necessary 
use a picture, a photo, a demonstration, or the media 
to explain it. If possible, teachers create learning 
resources (textbooks lessons) in its own specifically 
for deaf students, by way of modifying the General 
textbook. But this may be more appropriately done 
by the teacher supervising special or teachers who are 
already commonplace (experienced) teaching students 
with hearing impairments. Use wherever possible 
learning resource that can provide concrete and directly 
experience for deaf students, for example, school 
gardens, a Zoo, a visit to puskesman, the police station, 
museums, fields, forests, markets, and others. This will 
reduce the possibility of wrong concept or the usual 
concept of poor experienced by students with hearing 
impairments. It is also important for the development 
of language in students with hearing impairments/
hearing impairments.

CONCLUSION AND SUGGESTION 

Planning learning preparation is made in writing 
by the teacher before executing the instruction. 
There are two main types of learning plans created 
by teachers, namely (1) the syllabus, and (2) the plan 
of implementation of the learning/RPP. Develop the 
student’s learning syllabus for hearing impairments in 
the inclusive school is noticed on the following aspects: 
(i). format and syllabus component equal to a common 
syllabus, (ii) identity/titles on the syllabus, added 
information about the types of students in need of 

The development of Learning Plans or RPP for 
deaf students in the inclusive school is basically the 
same as the procedures or steps in the development 
of the syllabus. The difference is that the RPP is 
made for one or more meetings. Blurb in the RPP also 
more detail than the syllabus, and hence the format of 
the RPP made lengthwise down not in the form of a 
matrix or table. The following are presented examples 
of common formats making syllabus for deaf in the 
inclusive school:

Discusion

On the development of the RPP for deaf 
students; standards of competence (not modified); 
basic competence (not modified); subject matter 
(not modified); indicators of success (not modified); 
allocation of time (not modified); learning activities (no 
modification); media and learning resources (there are 
some parts of the modification); evaluation  (there are 
some sections which are modified).

There are two models of the format of the 
implementation plan for inclusive learning-learning 
for the children in need special (1) Learning model of 
the implementation plan (RPP), (2) integrated model 
of separate learning implementation plan, with the 
following description: a). Learning implementation 
planterintegrasi. Model integration is model of 
development of the implementation plan (RPP) 
Learning for students with hearing impairment that is 
integrated (merged) and implementation plan (RPP) 
for the learning of other students. Thus, in this model 
the teacher has only one RPP RPP, namely General, 
but inside it contains a special entry for deaf students 
learning. Special note-writing can be done  in two ways, 
namely (1) special note made on each component of the 
RPP who underwent modifications (content, learning 
activities, indicators, media, evaluation) (2) special note 
made public at the end of the RPP. See the example in 
the Appendix. b). RPP separate (Individual). Individual 
is a model plan RPP learning that is made specifically 
for students with hearing impairment, meaning that 
apart from RPP to other students (regular). RPP this 
model fully contains planning teaching for deaf students 
and are individually. In addition to serving as RPP 8 
components in General, individual RPP has 2 additional 
components namely (1) the identity of the student and 
(2) the ability of the students at this time. Because  
students  with hearing impairments generally do not 
experience barriers to smarts and because most of the 
components of the RPP for the students with hearing 
impairment is the same with other students, then the 
format of the RPP that may be suitable for deaf school 
inclusive integrated RPP format is, however, did not 
close the possibility that teachers develop an individual 
RPP because of the condition of students demanding 



165Indina Tarjiah, The Planning of Learning Model for  Students with Hearing Impairments  in the . . . .

deaf students that is special, (iii) the standard formula 
of competence) (SK), basic competencies, content, 
indicators and time allocation unchanged, (iv) learning 
activity, (v) sources and media of instruction, (vi) 
allocation of time almost no modifications with regard 
to the allocation of time learning, (vii) evaluation. 

In General, the evaluation questions that were 
imposed to the deaf students are generally the same 
as those given to other students. But maybe there will 
be modifications in most materials, the means, and 
the tools used in the evaluation. There are two models 
the format of Learning implementation plan (RPP) 
to inclusive learning for the children in need special, 
namely (1) the model integrated RPP, (2) model RPP 
apart. 

REFERENCE

Supena, A. (2009). Model Pendidikan Inklusi bagi Anak 
Tunagrahita di Sekolah Dasar. Jurnal Pendidikan 
Dasar, 10(1).

Indriawati, P. (2013). Implementasi Kebijakan Tugas 
Guru Pembimbing Khusus pada Pendidikan 
Inklusif di SD Negeri se-Kecamatan Junrejo Batu. 
Jurnal Kebijakan dan Pengembangan Pendidikan, 
1(1), 49-54

Mahabbati, A. (2012). Pendidikan Inklusif untuk Anak 
dengan Gangguan Emosi dan Perilaku (Tunalaras). 
Jurnal Pendidikan Khusus, 7(2), 52-63