Enhancing Student Engagement Among Learners with Hearing Impairments Through Constructivist-Based Problem-Based Learning

Petrus Labi Nillan; Sukinah

doi:10.63922/ijevss.v5i04.6566

Petrus Labi Nillan Universitas Negeri Yogyakarta
Sukinah Universitas Negeri Yogyakarta

DOI: https://doi.org/10.63922/ijevss.v5i04.6566

Keywords: Hearing Impairment, Problem-Based Learning, Constructivism, Inclusive Education, Civics Education (PPKn)

Abstract

This study aimed to improve the engagement and learning outcomes of a student with hearing impairment in Civics Education (PPKn) through the implementation of constructivist-based Problem-Based Learning (PBL) supported by Student Worksheets (LKPD). The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles. The research participant was one Grade VII student at SMP Negeri 3 Malinau Utara. Data were collected through observations of student engagement and learning achievement tests and analyzed using descriptive methods. The findings showed that the implementation of constructivist-based PBL supported by LKPD increased student engagement in the learning process and improved learning outcomes in Civics Education. The student's mean score increased from 58.33 in the pre-action stage to 72.50 in Cycle I and 86.67 in Cycle II, while learning mastery improved from 33.33% to 100%. These findings indicate that constructivist-based PBL assisted by LKPD is effective in enhancing student engagement and learning outcomes for students with hearing impairment in inclusive classrooms.

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