The Effectiveness of Inquiry Based Learning Model of Student with Hearing Impairment in Science Subject

Abstract

Inquiry-Based Learning (IBL) has emerged as an effective teaching model across various educational disciplines and has recently gained attention in the field of special education. This study investigates the impact of IBL on the academic performance of hearing-impaired students in science compared to the traditional teaching method. An experimental research design was employed, involving 30 hearing-impaired students divided equally into an experimental group, which received instruction through the IBL method, and a control group, which followed the traditional teaching approach. A teacher-made test, validated by special education experts, was used as the research instrument. Both groups were taught the same science content over a four-week period, followed by a post-test to assess learning outcomes. The data were analyzed using inferential statistics, specifically the t-test, to compare the performance of both groups. The results revealed that the experimental group significantly outperformed the control group in developing scientific concepts. These findings highlight the effectiveness of the IBL approach in enhancing the academic performance of hearing-impaired students in science. The study recommends further research to explore the application of IBL in other subjects and emphasizes the need for providing resources and training to teachers to facilitate the integration of IBL in special education classrooms.