Tesis

Kelelahan Vokal Guru Sekolah Luar Biasa dan Faktor yang berhubungan = Vocal Fatigue among Special Education School Teachers and Related Factors.

Pendahuluan: Guru yang bekerja di Sekolah Luar Biasa (SLB) sering kali terpajan kebisingan tinggi dan menggunakan lebih banyak vokalisasi dibandingkan guru di sekolah umum, sehingga berisiko lebih tinggi mengalami kelelahan vokal, namun penelitian masih terbatas yang mengeksplorasi hubungan antara kelelahan vokal, jenis kelas dan tingkat kebisingan antar guru di SLB. Penelitian ini bertujuan untuk menilai kelelahan vokal di antara guru SLB dan hubungannya dengan jenis kelas, tingkat kebisingan dan karakteristik guru. Metode: Penelitian ini merupakan penelitian cross-sectional yang dilakukan di SLB kota Bogor, Indonesia dari November hingga Desember 2024. SLB dipilih secara purposive, kemudian semua guru diundang untuk berpartisipasi dalam penelitian adalah guru berusia minimal 18 tahun, aktif mengajar selama minimal 6 bulan. Guru yang gemar menyanyi atau pernah mengikuti kegiatan menyanyi seperti paduan suara selama 1 bulan terakhir serta guru yang sedang mengalami ISPA seperti batuk, pilek dan sakit tenggorokan dieksklusi dari penelitian ini. Instrumen Vocal fatigue Index digunakan untuk menilai kelelahan vokal, yang mencakup tiga dimensi: kelelahan vokal dan penghindaran penggunaan suara, ketidaknyamanan fisik, dan perbaikan gejala dengan istirahat. Selain itu, tingkat kebisingan diukur menggunakan Sound Level Meter. Hasil: Dari 121 responden guru SLB, 30,5% guru mengalami kelelahan vokal dan penghindaran penggunaan suara sedang. Tidak ditemukan hubungan yang signifikan secara statistik antara tingkat kebisingan dan kelelahan vokal, ketidaknyamanan fisik, dan pemulihan dengan istirahat. Meskipun tidak signifikan antara kebisingan dengan kelelahan vokal, ditemukan hubungan yang signifikan pada guru yang berusia < 30 tahun (OR 4,35; IK95% 1,28 - 14,80) dan guru yang berusia ≥ (OR 1,96; IK95% 0,54 - 7,11) dibandingkan dengan guru yang berusia 30-40 tahun. Kelelahan vokal juga signifikan pada guru perempuan (OR 5,11; IK95% 1,13–23,24) dibandingkan guru laki-laki. Kesimpulan: Sepertiga guru SLB mengalami kelelahan vokal sedang; secara statistik lebih tinggi pada guru yang lebih muda dan lebih tua serta pada guru perempuan. Perlu memperhatikan penataan penempatan kelas, dan menggunakan vokal yang tepat, terutama jika kelas tersebut diajar oleh guru yang memiliki ketiga faktor tersebut.
Kata kunci: kelelahan vokal, guru, sekolah luar biasa, tingkat kebisingan


Introduction: Teachers working at Special Education Schools (SES) are often exposed with high noise and use more vocalization than teachers in general schools, leading to higher risk of experiencing vocal fatigue, but limited studies exploring the relationship between vocal fatigue, class types, and noise level among teachers in SES. This study aimed to assess vocal fatigue among them and its relationship with class types, noise level and teachers’ characteristics. Methods: This was a cross-sectional study among teachers at SES in Bogor, Indonesia form November to December 2024. The SESs were purposively selected, then all teachers were invited to participate the study as teachers aged at least 18 years, actively teaching for at least 6 months. Teachers who like to sing or have been participating in singing activities such as choirs for the last 1 month as well as teachers who are currently experiencing Upper Respiratory Tract Infections such as coughs, colds and sore throats were excluded from this study. Vocal Fatigue Index instrument was utilized to assess vocal fatigue, encompassing three dimensions: vocal fatigue and avoidance of voice use, physical discomfort, and symptom improvement with rest. Additionally, noise levels were quantified using a Sound Level Meter. Results: From 121 SES teacher respondents, (69.5%) experienced mild vocal fatigue and (30.5%) experienced moderate vocal fatigue. There is a relationship between age and vocal fatigue, found to be more prevalent among younger teachers (OR 4,35; 95% CI 1,28 - 14,80) and elderly teachers (OR 1,96; 95%CI 0,54 - 7,11) compared to middle-aged teachers. Vocal fatigue was also found to be more common among female teachers (OR 5,11; 95%CI 1,13–23,24) compared to males. No statistically significant relationship was found between other factors and vocal fatigue, physical discomfort, and recovery through rest. Conclusion: Of the 121 SLB teacher respondents, 30.5% of teachers experienced moderate vocal fatigue and avoidance of voice use. We found no statistically significant relationship between noise levels and vocal fatigue and avoidance of vice use, physical discomfort and recovery with rest. Despite no significant relationship between noise level and vocal fatigue, the vocal fatigue was significantly higher among teachers aged < 30 (OR 4.35; 95% CI 1.28-14.80) and ≥ 50 (OR 1.96; 95% CI 0.54-7.11) than those aged 30-40 years. Vocal fatigue was also significantly higher among female (OR 5.11; 95% CI 1.13 –23.24) than male teachers.
Keywords: vocal fatigue, teacher, special education school, noise