Pembelajaran andragogis tunarungu dalam bingkai teori interaksionisme simbolik: Sebuah kajian empiris
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Abstract
Penelitian ini bertujuan untuk mendeskripsikan pola-pola yang terbentuk dalam implementasi pembelajaran andragogi bagi penyandang tunarungu di Majlis Ta'lim Tunarugu Magetan. Implementasi kegiatan andragogi bagi penyandang tunarungu diinisiasi karena terbatasnya akses terhadap pendidikan agama bagi penyandang tunarungu di luar usia sekolah. Penelitian ini menggunakan pendekatan kualitatif, dengan anggota Majlis Ta'lim Tunarugu Magetan sebagai subjek. Teknik pengumpulan data dilakukan melalui observasi selama penelitian dan wawancara dengan guru agama dan inisiator kegiatan. Hasil penelitian ini menunjukkan bahwa implementasi andragogi bagi penyandang tunarungu dewasa, yang mengintegrasikan interaksi simbolik antara guru agama, penerjemah, dan jemaat tunarungu, berhasil menumbuhkan solidaritas, ibadah mandiri, dan penerimaan diri di antara penyandang tunarungu. Interpretasi simbol dalam bahasa isyarat merupakan proses inti yang menjadi kunci untuk mencapai tujuan pembelajaran andragogi dan pengembangan diri penyandang tunarungu dewasa.
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YASRI, Hayyun Lathifaty; MINASARI, Arofah; ARUMAWAN, Muhammad Muhsin.
Pembelajaran andragogis tunarungu dalam bingkai teori interaksionisme simbolik: Sebuah kajian empiris.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 1148-1159, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3758>. Date accessed: 07 may 2026.
doi: https://doi.org/10.18860/icied.v10i1.3758.
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Articles
References
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Afiah, K. N. (2021). Analysis of Symbolic Interaction on Effective Communication of Deaf Student of Darul Ashom Islamic Boarding School Yogyakarta. KOMUNIKA: Jurnal Dakwah Dan Komunikasi, 15(2), 203–215. https://doi.org/10.24090/komunika.v15i2.5141
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Silitonga, A. A., & Pinariya, J. M. (2025). Fungsi Humas Universitas Negeri Jakarta dalam Membangun Citra Kampus Ramah Disabilitas. Warta ISKI, 8(1), 128–145. https://doi.org/10.25008/wartaiski.v8i1.319
Soraya, M. D., & Muarifuddin, M. (2025). Implementasi Prinsip Andragogi pada Program Pelatihan Menjahit di Lembaga Kursus dan Pelatihan (LKP) Putra Mandiri. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 5(3), 1442–1456. https://doi.org/10.53299/jppi.v5i3.1676
Turan Eroğlu, D. (2025). Effects of Symbols on Communication Within the Society Via Symbolic Interactionism and the Case of Cem Karaca’s Song. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 83, 367–378. https://doi.org/10.51290/dpusbe.1585316
Umam, M. C., & Layli Masruroh. (2025). Strategi pembelajaran Al-Quran Untuk Anak Disabilitas di SLB Sabilillah Cukir Jombang. Jurnal IHSAN : Jurnal Pendidikan Islam, 3(3), 676–682. https://doi.org/10.61104/ihsan.v3i3.1401
Vashum, R. (2020). Block-2 Perspectives in sociology-II. In Perspective in Sociology II. Ignou the People’s University. http://egyankosh.ac.in//handle/123456789/65143
Wijayanti, R. I., & Eneng Tika Rostika. (2024). Analysis of Symbolic Interaction between Teachers and Deaf Students: Opportunities and Inhibiting Factors. International Journal of Education and Humanities, 3(4), 337–346. https://doi.org/10.58557/(ijeh).v3i4.152
Wolny, J. (2017). Andragogy of People with Intellectual Disabilities in Poland, the Practical Approuch. Diagnostika a Poradensity, 1(1), 30–39.
Yahya, A. I. B., Purnama, S., & Supeno, S. (2023). Eksplorasi Prinsip Andragogi dalam Pendidikan Orang Dewasa: Sebuah Studi Kualitatif pada Pendidikan Formal dan Non-Formal di STIP Jakarta. PTK: Jurnal Tindakan Kelas, 5(1), 136–152. https://doi.org/10.53624/ptk.v5i1.505
Afiah, K. N. (2021). Analysis of Symbolic Interaction on Effective Communication of Deaf Student of Darul Ashom Islamic Boarding School Yogyakarta. KOMUNIKA: Jurnal Dakwah Dan Komunikasi, 15(2), 203–215. https://doi.org/10.24090/komunika.v15i2.5141
Aksan, N., Kısac, B., Aydın, M., & Demirbuken, S. (2009). Symbolic interaction theory. Procedia - Social and Behavioral Sciences, 1(1), 902–904. https://doi.org/10.1016/j.sbspro.2009.01.160
Arriani, F., Agustiyawati, Rizki, A., Widiyanti, R., Wibowo, S., Tulalessy, C., Herawati, F., & Maryanti, T. (2022). Panduan Pelaksanaan Pendidikan Inklusif. Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Bowman, S. L., & Plourde, L. A. (2012). Andragogy for Teen and Young Adult Learners with Intellectual Disabilities: Learning, Independence, and Best Practice. Education, 132(4), 789.
Cuny, kimberly M. (2018). How Teaching with Andragogical Practices Can Normalize Learning Disabilities in Education. In International Perspectives on Teaching with Disability Edition (1st ed., pp. 14–14). Routledge.
Efendi, E., Fadila, F., Tariq, K., Pratama, T., & Azmi, W. (2024). Interaksionisme Simbolik dan Prakmatis. Da’watuna: Journal of Communication and Islamic Broadcasting, 4(3), 1088–1095. https://doi.org/10.47467/dawatuna.v4i3.514
Fogelberg, K. (2023). Andragogy. In Educational Principles and Practice in Veterinary Medicine (pp. 133–144). Wiley. https://doi.org/10.1002/9781119852865.ch4
Griffin, E. M. (2012). Symbolic Interactionism of George Herbert Mead. In A First Look at Communication Theory (8th ed.). McGraw Hill. www.moviesunlimited.com
Hernández–Santana, G., Muciño-Guerra, H., & Guerrero-Arenas, C. I. (2025). Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development. Deafness & Education International, 27(3), 263–283. https://doi.org/10.1080/14643154.2024.2425511
May, E. (2025). Interrogating access: a critical disability studies approach to information practices research. Journal of Documentation, 81(2), 438–455. https://doi.org/10.1108/JD-05-2024-0117
Mead, G. H., Horton Cooley, C., Thomas, W. I., Blumer, H., & Goffman, E. (2017). Modern Sociological Theory: The Major School (2nd ed.). Sage Publications, Inc.
Mildad, J., & Aini, S. (2024). Komunikasi Interaksi Simbolik Guru terhadap Peningkatan Prestasi Belajar Siswa Tunarungu SLBN Meulaboh. Al-Madaris Jurnal Pendidikan Dan Studi Keislaman, 4(2), 92–120. https://doi.org/10.47887/amd.v4i2.147
Pahlawanita Damayanti, D. (2025). Analisis Implementasi Kebijakan Merdeka Belajar Dalam Satuan Pendidikan Nonformal di Indonesia. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(7), 7033–7043. https://doi.org/10.54371/jiip.v8i7.8232
Piran, A. Y. An., Yuliwar, R., & Ka’arayeno, A. J. (2017). Hubungan antara Penerimaan Diri dengan Kepercayaan Diri dalam Interaksi Sosial pada Remaja Penyandang Cacat Fisik di Panti Asuhan Bhakti Luhur Kecamatan Sukun Malang. Nursing News, 2(1).
Pranata, E. W., Latif, M. C., & Fanani, F. (2019). Symbolic Interaction of The Deaf Students in Public School. Jurnal The Messenger, 11(1), 1–9. https://doi.org/10.26623/themessenger.v11i1.876
Price, L., & Shaw, S. (2000). Adult Education and Learning Disabilities. Career Development for Exceptional Individuals, 23(2), 187–204. https://doi.org/10.1177/088572880002300206
Rosidin. (2013). Konsep Andragogi dalam Al Qur’an: Sentuhan Islami pada Teori dan Praktik Pendidikan Orang Dewasa. Litera Ulul Albab.
Samosir, R., & Tarsidi, I. (2025). Kemandirian Alumni SLB Tunarungu dalam Wirausaha Kue Brownies. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 8(7), 7296–7300. https://doi.org/10.54371/jiip.v8i7.8476
Selisko, T. J., Eckert, C., & Perels, F. (2024). Models of disability as distinguishing factor: a theoretical framework of inclusive education and the application to a literature review. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2379681
Silitonga, A. A., & Pinariya, J. M. (2025). Fungsi Humas Universitas Negeri Jakarta dalam Membangun Citra Kampus Ramah Disabilitas. Warta ISKI, 8(1), 128–145. https://doi.org/10.25008/wartaiski.v8i1.319
Soraya, M. D., & Muarifuddin, M. (2025). Implementasi Prinsip Andragogi pada Program Pelatihan Menjahit di Lembaga Kursus dan Pelatihan (LKP) Putra Mandiri. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 5(3), 1442–1456. https://doi.org/10.53299/jppi.v5i3.1676
Turan Eroğlu, D. (2025). Effects of Symbols on Communication Within the Society Via Symbolic Interactionism and the Case of Cem Karaca’s Song. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 83, 367–378. https://doi.org/10.51290/dpusbe.1585316
Umam, M. C., & Layli Masruroh. (2025). Strategi pembelajaran Al-Quran Untuk Anak Disabilitas di SLB Sabilillah Cukir Jombang. Jurnal IHSAN : Jurnal Pendidikan Islam, 3(3), 676–682. https://doi.org/10.61104/ihsan.v3i3.1401
Vashum, R. (2020). Block-2 Perspectives in sociology-II. In Perspective in Sociology II. Ignou the People’s University. http://egyankosh.ac.in//handle/123456789/65143
Wijayanti, R. I., & Eneng Tika Rostika. (2024). Analysis of Symbolic Interaction between Teachers and Deaf Students: Opportunities and Inhibiting Factors. International Journal of Education and Humanities, 3(4), 337–346. https://doi.org/10.58557/(ijeh).v3i4.152
Wolny, J. (2017). Andragogy of People with Intellectual Disabilities in Poland, the Practical Approuch. Diagnostika a Poradensity, 1(1), 30–39.
Yahya, A. I. B., Purnama, S., & Supeno, S. (2023). Eksplorasi Prinsip Andragogi dalam Pendidikan Orang Dewasa: Sebuah Studi Kualitatif pada Pendidikan Formal dan Non-Formal di STIP Jakarta. PTK: Jurnal Tindakan Kelas, 5(1), 136–152. https://doi.org/10.53624/ptk.v5i1.505