Efektivitas Media Pembelajaran Diorama Augmented Reality Terhadap Hasil Belajar Materi Daur Hidup Hewan Pada Anak Dengan Hambatan Pendengaran
DOI:
https://doi.org/10.55583/jkip.v7i2.2032Keywords:
Media Pembelajaran Diorama Augmented Reality, Siswa Hambatan Pendegaran, Materi Daur Hidup HewanAbstract
Children with hearing impairments have difficulty understanding abstract Natural Science (IPA) material, especially the concept of animal life cycles, due to limited access to verbal information and minimal use of visual media that suit their learning characteristics. The main objective of this study was to measure the effectiveness of the use of Augmented Reality Diorama learning media on learning outcomes of animal life cycle material in children with hearing impairments. The research method was Single Subject Research (SSR) with an A-B-A design. This study involved one student with hearing impairment in grade IX of SLB Negeri Simalungun as the research subject. The data collection technique used a learning outcome test in each research condition. The frequency of questions answered correctly. Data analysis was carried out through visual graphic inspection, including examination of data in each condition (within-condition analysis) and comparison between conditions (between-condition analysis). The results of the study showed a significant increase in learning outcomes after the Augmented Reality Diorama intervention was implemented. This increase was seen from the increase in the percentage score of students' understanding of animal life cycle material compared to the score in the initial condition (baseline). improving learning outcomes of animal life cycle material in students with hearing impairments.
References
Amalia, M. R. (2023). Pengembangan media diorama pada pembelajaran tematik terintegrasi tema indahnya negeriku untuk meningkatkan hasil belajar siswa. Paedagogia.
Aminasya, N., & Suriani, A. (2024). PENGARUH LATAR BELAKANG KELUARGA TERHADAP PENDIDIKAN SISWA DI SEKOLAH DASAR. Journal Central Publisher, 2(5), 2048–2054.
Damri, D. (2017). Suppressing the Hyperactivity Behaviour of Students with Autism Through A Time-Out Strategy. International Conference of Early Childhood Education (ICECE 2017), 102–104.
Damri, D. (2020). The use of Android Game to improve impaired hearing student vocabulary mastery. Journal of Research and Educational Research Evaluation, 9(2), 85–93.
Damri, D. (2021). PELAKSANAAN PEMBELAJARAN INKLUSI TINGKAT SMA DAN SMK DI PROVINSI SUMATERA BARAT. Jurnal Kepemimpinan Dan Pengurusan Sekolah, 6(1), 70–76.
Damri, D., & Afdillah, R. (2020). Efektivitas Metode Tutor Sebaya Dalam Meningkatkan Keterampilan Membuat Desain Papertoy Menggunakan Aplikasi Coreldraw Bagi Siswa Tunarungu. INCARE, International Journal of Educational Resources, 1(3), 202–209.
Damri, D., Amalia, R., Engkizar, E., Efendi, E., Ramadhani, R., & Asril, Z. (2023). Improving Studentsâ€TM Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori. Al-Ta Lim Journal, 30(2), 116–124.
Fajri, B., & Biantoro, O. F. (2023). Nilai-nilai Sholawat Wahidiyah dalam Menumbuhkan Kecerdasan Spiritual dan Akhlakul Karimah. Jurnal Pendidikan Islam, 13(1), 72–92.
Hendrik, H., & Hamzah, A. (2021). Flipped classroom in programming course: A systematic literature review. International Journal of Emerging Technologies in Learning (IJET), 16(2), 220–236.
Isnani, I., Utami, W. B., Susongko, P., & Lestiani, H. T. (2019). Estimation of college students’ ability on real analysis course using Rasch model. REiD (Research and Evaluation in Education), 5(2), 2.
Mar’atullatifah, Y., Christian, Y. E., & ilham Alisyahbana, M. (2024). Literature Review: Inovasi Media Pembelajaran Augmented Reality (Ar) Untuk Anak Berkebutuhan Khusus Di Era Revolusi Industri 4.0. Media Bina Ilmiah, 19(02), 3695–3702.
Mar’atullatifah, Y., & Ratnasari, N. (2022). Penerapan media pembelajaran untuk anak penderita autisme menggunakan teknologi Augmented Reality. Jurnal Informasi Dan Teknologi Volume, 5(4), 39–52.
Marlina, M. (2017). Increasing social behavior through self-management strategy with children with autism in the inclusive kindergarten. International Conference of Early Childhood Education (ICECE 2017), 153–156.
Marlina, M. (2021). Single Subjek Research : Penelitian Subjek Tunggal. PT Raja Grafindo Persada.
Marlina, M. (2023). Implementasi kurikulum merdeka bagi anak berkebutuhan khusus. Edukatif: Jurnal Ilmu Pendidikan, 5(2), 1695–1706.
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. 5th International Conference on Education and Technology (ICET 2019), 678–681.
Marlina, M., & Kusumastuti, G. (2019). Specialiųjų ugdymosi poreikių turinčių mokinių socialinis dalyvavimas inkliuzinėje pradinio ugdymo mokykloje. SPECIALUSIS UGDYMAS, 1(39).
Marlina, M., Kusumastuti, G., & Ediyanto, E. (2023). Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools. International Journal of Instruction, 16(4).
Sultonah, N., Nurfadilah, R. I., Sari, N. W., Fahmy, Z., & Masfia, I. (2024). Analisis Gaya Belajar dalam Pemahaman Akademik Anak Tunarungu di SLB Negeri Semarang. Innovative: Journal Of Social Science Research, 4(3), 13871–13887.
