| dc.description.abstract | This study focuses on the learning process of Sulim Batak Toba for visually
impaired individuals at the Karya Murni Orphanage in Medan. Visually impaired
individuals are those who have impairments in their sense of sight. When learning,
each student needs to pay attention to the teacher when presenting the material. The
purpose of this study is to obtain information about appropriate teaching methods
for visually impaired individuals, particularly when learning Sulim Batak Toba, and
to examine how a music teacher's innovation and creativity influence the delivery
of instructional material. This research uses a descriptive qualitative approach with
data collection techniques involving field observations, interviews, documentation,
and literature studies to be conducted at the Karya Murni Medan Orphanage,
located at Jl Karya Wisata No. 6, Medan Johor District, Medan, North Sumatra. For
a more in-depth analysis, the author uses the learning theory proposed by Sumiati
and Asra, as well as the music theory proposed by E. Edwin Gordon. The results of
this study reveal that the primary and most frequently applied method by music
teachers when teaching Sulim Batak Toba to visually impaired individuals is
through lectures, demonstrations supplemented with assignment methods, and
cooperative methods. The innovation of music teachers during the learning process
is evident through the concept of learning stages divided into five phases: the
introduction to musical instruments phase, the basic playing techniques phase, the
song-playing phase, the improvisation phase, and the finishing or assessment phase,
as well as the creativity of music teachers in using the “blowing method” version
by Brother Yohanes (). The “Tiupan Dirja” method, the role of social media through
recording methods, and the use of Braille notation also contribute to enhancing the
abilities of visually impaired individuals participating in the Sulim Batak Toba
learning process. | en_US |
