Electronic Theses and Dissertation

Ruhaina. (2026). Strategi Guru Melalui Metode Montessori dalam Mengembangkan Keterampilan Membaca Anak Inklusi di KB Aluna Montessori Banda Aceh. [Skripsi. Universitas Syiah Kuala]. Di bawah bimbingan Dra. Yuhasriati, M. Pd dan Siti Naila Fauzia, S.Pd., M.Pd.

Anak inklusi, khususnya anak tunarungu sudah mampu mengenal huruf beserta bunyinya dengan kegiatan mengenal huruf vokal menggunakan media sandpaper letters. Proses pembelajaran ini menerapkan metode montessori yang menekankan pada kebebasan memilih aktivitas, pembelajaran individual, serta penggunaan material konkret. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan strategi guru melalui metode montessori dalam mengembangkan keterampilan membaca anak inklusi di KB Aluna Montessori Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas dua guru kelas dan kepala sekolah. Teknik pengumpulan data dilakukan melalui observasi dan wawancara. Data dianalisis dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru melalui metode montessori meliputi: (1) memberikan kesempatan memilih aktivitas, yaitu guru memberikan kebebasan kepada anak tunarungu untuk memilih aktivitas sesuai minat dengan tetap dalam arahan guru, (2) mendampingi secara individu, yaitu guru memberikan bimbingan menyesuaikan posisi duduk dengan penggunaan alat bantu dengar, (3) berkomunikasi, yaitu guru berkomunikasi dengan memanfaatkan bahasa verbal dan gestur tubuh, dan (4) tahapan membaca, yang meliputi pengenalan bunyi huruf dengan menggunakan media sandpaper letters, membedakan huruf yang mirip dengan menekankan pada bunyi hurufnya, dan membaca suku kata sederhana menggunakan material sandpaper letters disertai dengan objek. Penerapan strategi guru melalui metode montessori berdampak positif dalam mengembangkan keterampilan membaca anak tunarungu, di mana pendekatan yang individual, terarah, serta menggunakan material konkret dan komunikasi yang sesuai kebutuhan anak dapat meningkatkan kemampuan membaca secara bertahap dan bermakna.

Kata Kunci : Strategi Guru, Metode Montessori, Keterampilan Membaca, Anak Inklusi (Tunarungu)

Ruhaina. (2026). Teachers’ Strategies through the Montessori Method in Developing Reading Skills of Inclusive Children at Aluna Montessori Play Group in Banda Aceh. [Undergraduate Thesis. Universitas Syiah Kuala]. Supervised by Dra. Yuhasriati, M.Pd., and Siti Naila Fauzia, S.Pd., M.Pd. Inclusive children, particularly children with hearing impairment, have demonstrated the ability to recognize letters and their corresponding sounds through activities focused on vowel recognition using Sandpaper Letters. This learning process applies the Montessori method, which emphasizes freedom of choice in activities, individualized learning, and the use of concrete materials. This study aimed to identify and describe teachers’ strategies using the Montessori method to develop the reading skills of inclusive children at KB Aluna Montessori (Aluna Montessori Play Group) in Banda Aceh. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of two classroom teachers and the school principal. Data were collected through observation and interviews and analyzed using the stages of data reduction, data display, and conclusion drawing. The findings indicate that teachers’ strategies through the Montessori method include: (1) providing opportunities for activity choice, whereby teachers allow children with hearing impairment to select activities based on their interests under teacher guidance; (2) providing individual assistance, in which teachers offer guidance tailored to seating arrangements and the use of hearing aids; (3) communication, where teachers utilize verbal language and body gestures; and (4) reading stages, which involve introducing letter sounds using Sandpaper Letters, distinguishing similar letters by emphasizing their sounds, and reading simple syllables using Sandpaper Letters accompanied by concrete objects. The implementation of these Montessori-based teacher strategies has a positive impact on the development of reading skills in children with hearing impairment, as individualized, structured approaches that employ concrete materials and need-based communication can gradually and meaningfully enhance reading abilities. Keywords: Teacher Strategies, Montessori Method, Reading Skills, Inclusive Children (Hearing Impairment)