APPLICATION OF INDIVIDUALIZED LEARNING PLANS IN DEVELOPMENT OF COMMUNICATION, SOUND PERCEPTION, AND RHYTHM (PKPBI) FOR HEARING- IMPAIRED STUDENTS

Azzanjabila El Zuhril, Ian Vika Aulia Cindi Natasya Putri, Maziddah Syifail Qulub, Ediyanto Ediyanto, Riski Prismalia

Abstract


Hearing impairment significantly affects children's ability to perceive auditory stimuli, which directly hinders their language acquisition, pitch discrimination, and overall communication skills. This study aims to evaluate the implementation of an Individualized Learning Plan (ILP) using the Development of Communication, Sound Perception, and Rhythm (PKPBI) method, specifically through musical scale introduction (do, re, mi, fa, sol, la, si, do), for a primary school student with hearing loss relying on single ear residual hearing at SLB Yayasan Putra Pancasila. A qualitative descriptive methodology was utilized, incorporating field observations, semi-structured teacher interviews, direct communication assessments, and customized auditory tests. The intervention combined visual scale flashcards and audio-visual piano videos to engage multi-sensory processing. The results demonstrated a remarkable enhancement in the subject's auditory detection, pitch discrimination, auditory memory, and responsiveness to auditory-verbal commands. Furthermore, the structured auditory-visual stimulation boosted the student's confidence and simple oral communication. It is concluded that multi-sensory PKPBI intervention using structured musical scales serves as an effective pedagogical framework to optimize residual hearing and functional communication in hearing-impaired elementary learners.

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References


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