THE ROLE OF GERKATIN IN EDUCATING DEAF CULTURE THROUGH INCLUSIVE LEARNING SPACES IN BAHASA ISYARAT INDONESIA (BISINDO) CLASSES

Abstract

This study aims to examine the role of GERKATIN in educating about Deaf culture through inclusive learning spaces in Bahasa Isyarat Indonesia (BISINDO) classes. GERKATIN (Gerakan untuk Kesejahteraan Tunarungu Indonesia) is an organization established to advocate for the rights, welfare, equal access, and empowerment of people with hearing disabilities in Indonesia. Deaf culture is understood as an identity and way of life rooted in the values, norms, and language inherent within the Deaf community. Meanwhile, an inclusive space refers to an environment intentionally designed to ensure that all individuals—without exception—can access, participate in, contribute to, and feel equally accepted within an activity, such as a learning process.  This study employs a qualitative method with a constructivist paradigm and a phenomenological approach. Data were collected through focus group discussions (FGDs) with Deaf teachers and hearing students who participated in the sign language class, as well as through participatory observation in which the researcher took part as a hearing student in the class. The theoretical framework used in this study is symbolic interactionism, which posits that individuals act based on the meanings derived from their past experiences with objects, people, and events.  The findings indicate that GERKATIN, through its educational institution Pusbisindo, has successfully created an inclusive learning environment. The sign language class also fosters symbolic interaction that enables hearing students to develop an understanding of Deaf culture. Moreover, GERKATIN has empowered Deaf teachers to serve as agents of inclusion, functioning not only as educators but also as cultural representatives of the Deaf community for hearing learners. The inclusive nature of the classroom is reflected in the rules implemented by the Deaf teacher, who instructs hearing students to communicate solely using sign language and prohibits the use of spoken language. This pedagogical approach aims to normalize Deaf culture within the classroom setting.