Teachers' Cognitive Engagement Orientation towards Subtitled Video-Based Learning for Deaf Students

Abstract

This research is motivated by the importance of using appropriate learning media for deaf students, one of which is subtitle- based learning videos . The use of subtitles helps deaf students understand the material because the information is presented through visuals and text simultaneously. This study aims to analyze Teachers' Cognitive Engagement Orientation Toward Subtitle - Based video learning for Deaf Students at SLB BC Swadaya Masyarakat Semarang. The study used a quantitative approach with a descriptive design. The research participants were teachers who taught deaf students and had used subtitle- based videos in learning. Data were collected using a 1–5 Likert scale questionnaire that had been validated by academic experts and special education practitioners. The results showed that the research instrument obtained a very feasible category with an average validation of 0.988 and a feasible category in the practical test with an average of 0.785. In addition, the results showed that the orientation of teachers' cognitive engagement was in the good to very good category in all research dimensions. The dimensions of autonomy-supportive orientation, relatedness-supportive orientation, and agentic engagement orientation obtained the highest scores, while competence-supportive orientation and cognitive engagement orientation still showed some limitations. The use of subtitle- based learning videos is considered to help deaf students understand the material, increase learning engagement, and support communication during the learning process. However, several aspects, such as student learning independence, video-based learning activities, and reflection on understanding, still need improvement to optimize the use of subtitled videos in the learning