Larasati, Annida Nur Iffah (2025) KOMUNIKASI GURU DAN PESERTA DIDIK PENYANDANG TUNARUNGU DI SKH NEGERI 01 KOTA SERANG. Master thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This study aims to understand the process of symbolic communication between teachers and deaf students at SKh Negeri 01 Kota Serang within the context of inclusive education. The main focus is directed toward how deaf students interpret the nonverbal symbols used by teachers, construct their self-identity through social interaction, and adapt their behavior within the school's social structure. This research adopts a qualitative approach with a constructivist paradigm and is guided by George Herbert Mead’s theory of Symbolic Interactionism, which emphasizes the concepts of mind, self, and society. Data were collected through in-depth interviews, participant observation, and documentation involving seven informants, consisting of two teachers and five high school-level deaf students. The findings reveal that the students’ thinking process (mind) is formed through active interpretation of nonverbal symbols such as BISINDO (Indonesian Sign Language), facial expressions, and body gestures. Their self-identity (self) develops through the social responses given by teachers, which strengthen their self-confidence and sense of being valued. The school environment (society) functions as a symbolic space that supports the construction of shared meaning through inclusive communication practices and a consistent culture of symbolic affirmation. This study confirms that communication is not merely the transmission of messages, but a social process that shapes reality, identity, and interpersonal relationships.
| Item Type: | Thesis (Master) | |||||||||
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| Additional Information: | Penelitian ini bertujuan untuk memahami proses komunikasi simbolik antara guru dan peserta didik tunarungu di SKh Negeri 01 Kota Serang dalam konteks pendidikan inklusif. Fokus utama diarahkan pada bagaimana peserta didik menginterpretasikan simbol-simbol nonverbal yang digunakan guru, membentuk identitas diri melalui interaksi sosial, serta menyesuaikan perilaku mereka dalam struktur sosial sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan paradigma konstruktivis dan teori Interaksionisme Simbolik dari George Herbert Mead, yang menekankan konsep mind, self, dan society. Data diperoleh melalui wawancara mendalam, observasi partisipatif, dan dokumentasi terhadap tujuh informan, yang terdiri dari dua guru dan lima peserta didik tunarungu tingkat SMALB. Hasil penelitian menunjukkan bahwa proses berpikir peserta didik (mind) terbentuk melalui interpretasi aktif terhadap simbol-simbol nonverbal seperti bahasa isyarat BISINDO, ekspresi wajah, dan gestur tubuh. Identitas diri peserta didik (self) berkembang dari respons sosial yang diberikan guru, yang memperkuat kepercayaan diri dan rasa dihargai. Lingkungan sekolah (society) berperan sebagai ruang simbolik yang mendukung terbentuknya makna bersama, melalui praktik komunikasi inklusif dan budaya penghargaan simbolik yang konsisten. Penelitian ini menegaskan bahwa komunikasi bukan sekadar penyampaian pesan, melainkan proses sosial yang membentuk realitas, identitas, dan relasi antar individu. | |||||||||
| Uncontrolled Keywords: | symbolic communication, deaf students, symbolic interactionism, mind-self-society, inclusive education komunikasi simbolik, peserta didik tunarungu, interaksionisme simbolik, mind-self-society, pendidikan inklusif | |||||||||
| Subjects: | Communication > Communication (General) | |||||||||
| Divisions: | 06-Fakultas Ilmu Sosial dan Ilmu Politik 08-Pascasarjana > 70101-Magister Ilmu Komunikasi |
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| Depositing User: | Miss Annida Nur Iffah Larasati | |||||||||
| Date Deposited: | 11 Jul 2025 04:28 | |||||||||
| Last Modified: | 11 Jul 2025 04:28 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/50665 |
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