Integrasi Metode Multi-Sensory bagi Guru dalam Pembelajaran Geometri dan Bahasa Inggris Tunanetra

Abstract

Keterbatasan sarana media taktil dan minimnya stimulus auditori terstruktur di sekolah luar biasa menjadi hambatan utama dalam pembelajaran Geometri dan Bahasa Inggris bagi peserta didik tunanetra. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memperkuat kapasitas guru SLB A Bina Insani Bandar Lampung dalam merancang dan mengimplementasikan pembelajaran inklusif melalui integrasi metode multi-sensory berbasis prinsip neuroplastisitas dan kompensasi sensorik. Metode pelaksanaan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan 10 orang guru mitra dan 10 peserta didik tunanetra selama 8 bulan melalui empat tahapan utama: persiapan, pelaksanaan, evaluasi, dan keberlanjutan program. Solusi yang diterapkan meliputi sosialisasi reorganisasi jaringan otak tunanetra, workshop penyusunan LKPD inklusif, restorasi media geometri taktil adaptif berlabel Braille, serta instalasi kurikulum English Auditory-Mastery berbasis audio digital dan teknik Total Physical Response (TPR). Hasil evaluasi menunjukkan peningkatan pada aspek Sosial Kemasyarakatan melalui peningkatan kualitas pelayanan (skor rerata naik dari 1,82 menjadi 3,61/skala 4,00 atau +98,4%) dan aspek Manajemen melalui penguatan kemandirian sekolah (skor rerata naik dari 1,78 menjadi 3,64/skala 4,00 atau +104,5%). Seluruh guru (100%) lulus evaluasi praktik mengajar dengan predikat Sangat Baik (rerata 91,5%). Hasil belajar peserta didik mengalami kenaikan pada kemampuan representasi piktorial geometri (+38,5%) dan penguasaan kosakata Bahasa Inggris (+42,0%) dibandingkan kondisi awal. Integrasi metode multi-sensory menunjukkan hasil positif dalam mendukung peningkatan kapasitas guru dan kualitas awal layanan pembelajaran inklusif, meskipun keberlanjutan dan efektivitas jangka panjang masih perlu dipantau melalui evaluasi lanjutan.

Integrating Multi-Sensory Methods for Teachers in Teaching Geometry and English to Visually Impaired Students

Abstract

The scarcity of tactile learning media and the lack of structured auditory stimuli in special schools remain major obstacles in teaching Geometry and English to visually impaired students. This community service activity aimed to enhance the capacity of teachers at SLB A Bina Insani Bandar Lampung in designing and implementing inclusive learning through the integration of multi-sensory methods grounded in neuroplasticity and sensory compensation principles. The program employed a Participatory Action Research (PAR) approach involving 10 partner teachers and 10 visually impaired students over an eight-month period through four main stages: preparation, execution, evaluation, and program sustainability. Implemented solutions comprised socialization on brain network reorganization in visually impaired individuals, workshops on designing inclusive student worksheets (LKPD), restoration of Braille-labeled adaptive tactile geometry media, and the installation of the "English Auditory-Mastery" curriculum utilizing digital audio and Total Physical Response (TPR) techniques. Evaluation results demonstrated an improvement in the Social-Community aspect through enhanced service quality (the mean score rose from 1.82 to 3.61 on a 4.00 scale, representing a +98.4% relative gain) and in the Management aspect through strengthened institutional independence (the mean score increased from 1.78 to 3.64 on a 4.00 scale or +104.5%). All participating teachers (100%) passed the teaching practice evaluation with an "Excellent" grade (an average score of 91.5). Furthermore, student learning outcomes showed improvements in pictorial geometry representation (+38.5%) and English vocabulary mastery (+42.0%) relative to baseline conditions. The integration of multi-sensory methods yielded positive outcomes in supporting teacher capacity development and the initial quality of inclusive learning services, although long-term sustainability and efficacy warrant ongoing monitoring through subsequent evaluations.