Enhancing Motor Skills in Deaf Children with Special Needs Through the "Post-to-Post" Game Using Visual Card Media

Abstract

Motor skills are a crucial aspect of the development of deaf children with special needs, as they influence their capacity for physical activity, independence, and participation in the learning process. However, limitations in auditory processing often cause deaf students to encounter obstacles to engaging in movement-based learning activities that require clear, structured instructions. This study aims to enhance the motor skills of deaf children with special needs by implementing a "post-to-post" game using visual card media. The research method employed is Classroom Action Research (CAR), conducted over two cycles; each cycle comprises stages of planning, action implementation, observation, and reflection. The research subjects consisted of 18 deaf students. Data collection techniques involved observation and motor skills testing. The research results demonstrate a significant improvement in the students' motor skills, evidenced by an increase in the average score from 58.3 in the pre-cycle phase to 70.1 in Cycle I and 82.5 in Cycle II. The percentage of learning mastery also rose from 27.8% in the pre-cycle phase to 88.9% in Cycle II. These findings indicate that the post-to-post game—supported by visual card media—is effective at enhancing the motor skills of deaf students. Consequently, the research success indicators were achieved, and the implemented instructional method can serve as an alternative learning strategy for fostering the motor skills of deaf children with special needs.