PENGENALAN HURUF HIJAIYAH DENGAN PENDEKATAN MULTISENSORI PADA ANAK TUNARUNGU DI TK INKLUSI PAS BAITUL QUR’AN

Diana Mualifah. Pengenalan Huruf Hijaiyah Dengan pendekatan Multisensori Pada Anak Tunarungu Di TK Inklusi PAS Baitul Qur’an.Thesis. Early Childhood Education Teacher Education Study Program, Muhammadiyah University of Ponorogo. Advisor 1 Ida Yeni Rahmawati, M. Pd., Advisor 2 Muhammad Azam Muttaqin, M.Pd. This study aims to: (1) determine the process of recognizing hijaiyah letters with a multisensory approach to deaf children in the PAS Baitul Qur'an Inclusion Kindergarten, (2) find out the supporting and inhibiting factors in the process of recognizing hijaiyah letters using a multisensory approach to deaf children in Inclusive Kindergarten PAS Baitul Qur'an. This study uses a qualitative descriptive research method. Sources of data were obtained from six deaf children at the school, principals, teachers and guardians of students. Data collection techniques through observation, interviews, and documentation. While the data analysis technique in this study used an interactive model according to Miles and Huberman which included: data reduction, data presentation, drawing conclusions and verification. The results of this study are: (1) the process of recognizing hijaiyah letters with a multisensory approach to deaf children in the PAS Baitul Qur'an Inclusion Kindergarten is carried out in a class with three accompanying teachers. One teacher accompanies two deaf children who are taught in turn. Beginning with the stage the teacher shows the hijaiyah letters and mentions the sound with a clear and firm articulation. Then the child is asked to imitate the sound of the letters repeatedly. Followed by a review of reading other letters that have been studied classically. In this stage the child uses visual and auditory sensory. The next process, the child is asked to imitate the shape of the hijaiyah letters that have been studied with the media that the teacher has prepared. Then the teacher mentions the hijaiyah letters randomly (dictation) and asks the child to make or write the shape of the letters. At this stage the child uses tactile and kinesthetic sensory. (2) The supporting factors in the process of recognizing hijaiyah letters are cooperation with parents in accompanying children's learning, as well as the various media that teachers use for multisensory stimulation in the introduction of hijaiyah letters. The inhibiting factor in the process of recognizing the hijaiyah letters from the child's point of view is the child's hearing limitation. Meanwhile, from the teacher factor, there are many who are not graduates of Special Education. Keywords: Hijaiyah letters, multisensories, deaf childre