INTEGRASI PEDAGOGI VISUAL DALAM RANCANGAN PENGAJARAN HARIAN: MENINGKATKAN KEFAHAMAN PELAJAR KETIDAKUPAYAAN PENDENGARAN DI KELAS PENDIDIKAN KHAS

INTEGRATION OF VISUAL PEDAGOGY INTO DAILY LESSON PLANS: IMPROVING UNDERSTANDING OF HEARING DISABLED STUDENTS IN SPECIAL EDUCATION CLASSROOMS

Abstract

Kajian ini bertujuan meneroka penggunaan bahan visual dalam Rancangan Pengajaran Harian (RPH) bagi meningkatkan kefahaman murid bermasalah pendengaran dalam proses pengajaran dan pembelajaran (PdP). Murid bermasalah pendengaran lebih bergantung kepada rangsangan visual berbanding auditori dalam memahami kandungan pembelajaran. Namun demikian, guru pendidikan khas masih menghadapi cabaran dalam mengintegrasikan bahan visual secara sistematik dalam RPH, termasuk kekangan masa, kemudahan teknologi dan penyediaan bahan yang sesuai. Walaupun pedagogi inklusif semakin diberi perhatian di peringkat global, kajian yang meneliti integrasi bahan visual dalam RPH bagi murid bermasalah pendengaran masih terhad, khususnya dalam konteks pendidikan khas di Malaysia. Oleh itu, kajian ini dijalankan untuk meneliti amalan guru pendidikan khas dalam merancang dan menggunakan bahan visual dalam RPH. Kajian ini menggunakan pendekatan kualitatif melalui temu bual separa berstruktur terhadap guru pendidikan khas. Data dianalisis menggunakan analisis tematik untuk mengenal pasti tema-tema utama berkaitan penggunaan bahan visual dalam PdP. Dapatan kajian menunjukkan bahawa penggunaan bahan visual seperti gambar, video, animasi dan infografik membantu meningkatkan perhatian, motivasi, penglibatan dan kefahaman murid terhadap konsep pembelajaran. Kajian ini turut menyokong Teori Pembelajaran Multimedia Mayer dan Teori Dual Coding Paivio yang menekankan kepentingan integrasi saluran visual dan verbal dalam pembelajaran. Selain itu, kajian ini menggariskan keperluan latihan profesional guru serta penyediaan sumber teknologi yang lebih mesra visual dalam pendidikan khas. Kajian ini menyumbang secara unik kepada literatur pendidikan khas dengan memfokuskan integrasi bahan visual dalam RPH secara empirikal dalam konteks sekolah khas di Malaysia.

This study aims to explore the use of visual materials in Daily Lesson Plans (RPH) to enhance the comprehension of students with hearing impairments in the teaching and learning process. Students with hearing impairments rely more heavily on visual stimuli than auditory input to understand instructional content. However, special education teachers continue to face challenges in systematically integrating visual materials into lesson planning, including time constraints, limited technological facilities, and difficulties in preparing suitable teaching resources. Although inclusive pedagogy has gained increasing global attention, studies specifically examining the systematic integration of visual materials into RPH for students with hearing impairments remain limited, particularly within the Malaysian special education context. Therefore, this study was conducted to examine the practices of special education teachers in planning and implementing visual materials in RPH. This study employed a qualitative approach through semi-structured interviews with special education teachers. The data were analyzed using thematic analysis to identify major themes related to the use of visual materials in teaching and learning. The findings revealed that visual materials such as images, videos, animations, and infographics significantly improved students’ attention, motivation, participation, and comprehension of learning concepts. The study also supports Mayer’s Multimedia Learning Theory and Paivio’s Dual Coding Theory, which emphasize the importance of integrating visual and verbal channels in the learning process. In addition, the findings highlight the need for more comprehensive teacher training and greater provision of visually supportive educational technologies in special education. This study contributes uniquely to the special education literature by empirically focusing on the integration of visual materials in RPH within the context of Malaysian special schools.