Comparison of differences students’ viewing in the Czech

elementary schools for the deaf in physical education classes with

other studies
Perbandingan perbedaan yang dilihat siswa di Ceko
sekolah dasar untuk tuna rungu dalam pendidikan jasmani
kelas dengan pelajaran lain

A. PURPOSE (TUJUAN)
The purpose of this study was to analyze differences in students’ viewing in the second stage of
elementary schools for the deaf or hard of hearing in physical education classes with other studies.

(Tujuan dari penelitian ini adalah untuk menganalisis perbedaan pandangan siswa pada tahap
keduasekolah dasar untuk tuna rungu atau tuli di kelas pendidikan jasmani dengan studi lain.

B. INTRODUCTION (PENGANTAR)
According to World Health Organization [1] “'hard of hearing' refers to people with hearing
loss ranging from mild to severe. People who are hard of hearing usually communicate through spoken
language and can benefit from hearing aids, cochlear implants, and other assistive devices as well as
captioning. People with more significant hearing losses may benefit from cochlear implants. 'Deaf'
people mostly have profound hearing loss, which implies very little or no hearing.

(Menurut Organisasi Kesehatan Dunia [1] “'kesulitan mendengar' mengacu pada orang yang memiliki
pendengaran kerugian mulai dari ringan sampai berat. Orang yang mengalami gangguan pendengaran
biasanya berkomunikasi melalui lisan bahasa dan bisa mendapatkan keuntungan dari alat bantu dengar,
implan koklea, dan juga alat bantu lainnya teks. Orang dengan gangguan pendengaran yang lebih
signifikan dapat memperoleh manfaat dari implan koklea. 'Tuli' kebanyakan orang mengalami gangguan
pendengaran yang parah, yang berarti pendengaran sangat sedikit atau tidak ada sama sekali.)

C. MATERIAL AND METHODS (BAHAN DAN METODE)

Participants
Of the total number of thirteen schools for the deaf or hard of hearing in the Czech Republic, six
elementary schools for the deaf or hard of hearing (Brno, Olomouc, Ostrava, Pilsen, Prague, Valašské
Meziříčí) agreed to participate in the research. A total of 86 students who are deaf or hard of hearing
participated in the questionnaire survey (boys, n = 56; 65.1 %; girls, n = 30; 34.9 %). The average age
and standard deviation was 14.3 ± 1.4 years. Within the sample, the majority of students have been
deaf or hard of hearing from birth (n = 68; 79.1%). With respect to the severity of hearing impairment
(hearing loss expressed in decibels), profound hearing loss including deafness (n = 51; 59.3%) is
represented among the students. A compensation aid is used by most students (n = 62; 72.1%), in
most cases a hearing aid (n = 49; 79.0%), fewer pupils have a cochlear implant (n = 13; 21.0%).

(Peserta Dari total tiga belas sekolah untuk tuna rungu atau tuli di Republik Ceko, enam sekolah dasar
untuk tuna rungu atau tuli (Brno, Olomouc, Ostrava, Pilsen, Praha, Valašské Meziříčí) setuju untuk
berpartisipasi dalam penelitian. Sebanyak 86 siswa tunarungu atau tuli berpartisipasi dalam survei
kuesioner (laki-laki, n = 56; 65,1%; perempuan, n = 30; 34,9%). Usia rata-rata dan deviasi standar adalah
14,3 ± 1,4 tahun. Dalam sampel tersebut, sebagian besar siswa telah tuli atau kesulitan mendengar sejak
lahir (n = 68; 79,1%). Sehubungan dengan tingkat keparahan gangguan pendengaran (gangguan
pendengaran dinyatakan dalam desibel), gangguan pendengaran berat termasuk tuli (n = 51;
 59,3%)diwakili di antara para siswa. Bantuan kompensasi digunakan oleh sebagian besar siswa (n = 62;
72,1%), di pada kebanyakan kasus alat bantu dengar (n = 49; 79,0%), lebih sedikit murid yang memiliki
implan koklea (n = 13; 21,0%).

D. RESULTS (HASIL)
The compared variables were the mean values in all studied indicators: Popularity, Importance,
Demandingness, and Effort.
In a comparison of our sample with population’s studies in the Czech Republic and at Slovakia
– one-sample t-test, in the Importance and Demandingness indicator, statistical significance was
confirmed (Table 2). Students in our study scored the lower mean values in the importance indicator
(2.02 ± 0.96, t = –2.777; p = 0.007) and the lower mean values in the Demandingness indicator (3.23 ±
0.98, t = –3.009; p = 0.003) in a comparison with Czech and Slovak studies. Students in our study
considered physical education to be more important and demanding than students from Czech and
Slovak general schools. In comparison of our study with the results of students from Czech general
schools, the mean value was lower in the Popularity indicator and Czech students from general schools
considered physical education to be more popular than our students

Variabel yang dibandingkan adalah nilai rata-rata di semua indikator yang diteliti: Popularitas,
Kepentingan, Permintaan, dan Upaya.Sebagai perbandingan sampel kami dengan studi populasi di
Republik Ceko dan di Slovakia - uji-t satu sampel, dalam indikator Importance and Demandingness,
signifikansi statistik dikonfirmasi (Tabel 2). Siswa dalam penelitian kami mendapatkan nilai rata-rata
yang lebih rendah dalam indikator pentingnya (2.02 ± 0.96, t = -2.777; p = 0.007) dan nilai rata-rata yang
lebih rendah dalam indikator Demandingness (3.23 0,98, t = –3,009; p = 0,003) dibandingkan dengan
studi di Ceko dan Slowakia. Siswa dalam studi kami menganggap pendidikan jasmani lebih penting dan
menuntut daripada siswa dari Ceko dan Sekolah umum Slovakia. Sebagai perbandingan studi kami
dengan hasil siswa dari Ceko umum sekolah, nilai rata-rata lebih rendah dalam indikator Popularitas dan
siswa Ceko dari sekolah umum
menganggap pendidikan jasmani lebih populer daripada siswa kami

E. DISCUSSION (DISKUSI)
In a comparison of students who are deaf or hard of hearing from our study with a Czech study
of general students [26] showed statistically significant differences. The mean value was lower in the
Popularity indicator and Czech students from general schools considered physical education to be
more popular than our students. These findings were also confirmed in the other Czech study .

Dalam perbandingan siswa tunarungu atau yang mengalami kesulitan mendengar dari studi kami dengan
studi di Ceko siswa umum menunjukkan perbedaan yang signifikan secara statistik. Nilai rata-rata lebih
rendah di Indikator popularitas dan siswa Ceko dari sekolah umum menganggap pendidikan jasmani
sebagai pendidikan lebih populer daripada siswa kami. Temuan ini juga dikonfirmasi dalam penelitian
Ceko lainnya
D. CONCLUSION (KESIMPULAN)
In the present study, we have compared the differences in students’ viewing in the second stage of
elementary schools for the deaf or hard of hearing in physical education classes with other studies. We
can conclude that there is a trend where students who are deaf or hard of hearing view physical
education as more important and demanding than students from general schools in both the Czech
Republic and Slovakia. In addition, Czech students who are deaf or hard of hearing view physical
education as more demanding compared to Slovak students with sensory disabilities.Physical education
plays a significant preventive role in terms of education towards healthy lifestyles in across the young
populations including those who receiving special education. That is why
adequate attention needs to be given to its further study.

Dalam penelitian ini, kami telah membandingkan perbedaan dalam tayangan siswa di kedua
tahap sekolah dasar untuk tuna rungu atau tuli di kelas pendidikan jasmani dengan lainnya
studi. Dapat disimpulkan bahwa ada trend dimana siswa yang tunarungu atau tuli melihat
pendidikan jasmani lebih penting dan menuntut daripada siswa dari sekolah umum di keduanya
Republik Ceko dan Slowakia. Selain itu, siswa Ceko yang tuli atau tuli melihat secara fisik
pendidikan lebih menuntut dibandingkan dengan siswa Slovakia dengan disabilitas sensorik.
Pendidikan jasmani memainkan peran preventif yang signifikan dalam hal pendidikan menuju kesehatan
gaya hidup di seluruh populasi muda termasuk mereka yang menerima pendidikan khusus. Itulah
mengapa perhatian yang memadai perlu diberikan untuk studi selanjutnya.

REFERENCES
1. World Health Organization, 2018. Deafness and hearing loss. Retrieved from
http://www.who.int/newsroom/fact-sheets/detail/deafness-and-hearing-loss
2. Watier L. Ubylo žáků se zdravotním postižením [There are fewer students with disabilities]. Statistika & my 2016;
6(5), 28–29.
3. Ministry of Education, Youth and Sports of the Czech Republic, 2018. Statistical Yearbooks of Education –
performance indicators 2018. Retrieved from http://toiler.uiv.cz/rocenka/rocenka.asp
4. Zákon č. 561/2004 Sb., o předškolním, základním středním, vyšším odborném a jiném vzdělávání (školský zákon)
[Act No 561/2004 Coll., on preschool, primary, secondary, tertiary vocational and other education (the Education
Act)], 2004.
5. Kurkova P, Scheetz NA. Communication Strategies Used by Physical Education Teachers and Coaches in
Residential Schools for the Deaf in the U.S. Acta Facultatis Educationis Physicae Universitatis Comenianae 2016;
56(1): 1–16. doi: 10.1515/afepuc-2016-0001
6. Kurkova P, Scheetz NA, Stelzer J. Health and physical education as an important part of school curricula: A
comparison of schools for the deaf in the Czech Republic and the United States. American Annals of the Deaf 2010;
155(1): 78–95.