An Analysis of Sign Language Training Implementation as an Effort to Strengthen the Pedagogical Competence of Prospective Elementary School Teachers at Nusa Putra University, Sukabumi

Abstract

This study aims to analyze the implementation of sign language training as an effort to strengthen the pedagogical competence of prospective elementary school teachers at Nusa Putra University, Sukabumi. The background of this research stems from the demands of 21st-century teacher professionalism, particularly the ability to provide inclusive education services for students with communication barriers, such as deaf students. This study used a descriptive qualitative approach, involving Elementary School Teacher Education (PGSD) students participating in sign language training as research subjects. Data were collected through participant observation, in-depth interviews, and documentation during the training process. The results showed that sign language training improved students' understanding of the principles of inclusive communication, their ability to develop alternative teaching strategies, and their pedagogical sensitivity in dealing with students with special needs. The training implementation was effective due to the support of experienced instructors, hands-on practice methods, and a collaborative learning environment. However, several obstacles were identified, such as the limited training duration and variations in students' initial skill levels. Overall, sign language training significantly contributed to strengthening the pedagogical competence of prospective elementary school teachers, particularly in understanding the characteristics of students with special needs and their ability to apply adaptive learning approaches. This study recommends that the training be conducted continuously and integrated into the PGSD curriculum as part of the professional competency development of prospective teachers