Development Of Visual-Tactile Media to Enhance Visually Impaired Students’ Understanding of Light Concepts in Inclusive Classrooms

Risma Nurmaliya; Firdaus; Ali Imron

doi:10.30822/magneton.v4i2.5501

Penulis

Risma Nurmaliya Universitas Sains Al-Qur'an
Firdaus Universitas Sains Al-Qur'an
Ali Imron Universitas Sains Al-Qur'an

DOI:

https://doi.org/10.30822/magneton.v4i2.5501

Kata Kunci:

Visual-Tactile Media; Inclusive Education; Visually Impaired Students; Conceptual Understanding; Light.

Abstrak

Science instruction on the topic of light in inclusive classrooms still faces challenges, particularly for visually impaired students who struggle to understand concepts presented through visual representations. The limited availability of accessible instructional materials has resulted in suboptimal conceptual understanding among students. This study aims to develop valid, practical, and effective visual-tactile-based inclusive instructional materials to enhance visually impaired students’ understanding of light concepts. This study employed the Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study subjects consisted of 33 eighth-grade students at SMPN 2 Watumalang, comprising 32 sighted students and 1 visually impaired student. Data collection was conducted through observation, interviews, expert validation sheets, student response questionnaires, as well as pretest and posttest assessments. The data were analyzed using the feasibility percentage, the Shapiro-Wilk test, the Wilcoxon Signed-Rank Test, and the N-Gain. The results showed that the developed media achieved a validity percentage of 95.83% from media experts, 93.75% from content experts, and 93.75% from practitioner experts, all falling into the “highly valid” category. The student response questionnaire yielded a percentage of 84.50%, classified as “highly practical.” The results of the Wilcoxon test showed an Asymp. Sig. (2-tailed) value of 0.000 (<0.05), while the mean N-Gain value was 0.5917, categorized as moderate. Based on these results, the visual-tactile-based inclusive learning media was deemed valid, practical, and effective in improving students’ understanding of light concepts in inclusive classrooms

Referensi

Ahadi, G. D., & Zain, N. N. L. E. (2023). Pemeriksaan uji kenormalan dengan kolmogorov-smirnov, anderson-darling dan shapiro-wilk. Eigen Mathematics Journal, 11–19.

Akarsu, M., Kizilaslan, A., & Simsek, O. (2021). An inclusive tactile based STEM activity for students with visual impairment: An electromagnet design. Science Activities, 58(4), 183–200. https://doi.org/10.1080/00368121.2021.2025026

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6

Castaneda, J. A. C., Lin, P.-C., Hung, P. C. K., Zhong, H.-X., Tseng, H.-A., Huang, Y.-F., & Ahmad, R. (2025). Designing inclusive tech playful educative solutions for visually impaired learners in STEM education. Smart Learning Environments, 12(1), 4. https://doi.org/10.1186/s40561-024-00358-x

Chang, C.-H. S., Kuo, C.-C., Hou, H.-T., & Koe, J. J. Y. (2022). Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Computers in Human Behavior, 128, 107085.

Chit, S. M., Yap, K. M., & Ahmad, A. (2024). Multi-sensory learning framework for visually impaired learners: Use of 3D, haptic, audio, olfactory media. Multimedia Tools and Applications, 83(34), 81711–81723. https://doi.org/10.1007/s11042-024-18249-1

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Diasse, M. D., & Kawai, N. (2024). Evidence-based practices for students with visual impairments in regular settings: An integrated review. International Journal of Special Education, 39(2), 75–86.

Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited. https://books.google.com/books?hl=id&lr=&id=83L2EAAAQBAJ&oi=fnd&pg=PA18&dq=Field,+A.+(2018).+Discovering+Statistics+Using+IBM+SPSS+Statistics+(5th+ed.).+Sage+Publications.&ots=UbQQArDMEP&sig=mnuhawouhxu1yfKUWb7AReASquY

Firdausyi, M. F. (2024). Mutu pendidikan inklusif bagi anak berkebutuhan khusus di Indonesia. Educatus, 2024.

Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: Getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884. https://doi.org/10.1080/13603116.2017.1412513

Hahn, M. E., Mueller, C. M., & Gorlewicz, J. L. (2019). The Comprehension of STEM Graphics via a Multisensory Tablet Electronic Device by Students with Visual Impairments. Journal of Visual Impairment & Blindness, 113(5), 404–418. https://doi.org/10.1177/0145482X19876463

Hayes, C., & Proulx, M. J. (2024). Turning a blind eye? Removing barriers to science and mathematics education for students with visual impairments. British Journal of Visual Impairment, 42(2), 544–556. https://doi.org/10.1177/02646196221149561

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2024). Pembelajaran Mendalam (Deep Learning) sebagai Pendekatan Kurikulum Nasional.

Kementerian Pendidikan Nasional Republik Indonesia. (2009). ). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 Tahun 2009 tentang pendidikan inklusif bagi siswa yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa. Kementerian Pendidikan Nasional.

Komalasari, M. D., Pamungkas, B., Wihaskoro, A. M., Jana, P., Bahrum, A., & Khairunnisa, N. Z. (2019). Interactive multimedia based on multisensory as a model of inclusive education for student with learning difficulties. Journal of Physics: Conference Series, 1254(1), 012057. https://iopscience.iop.org/article/10.1088/1742-6596/1254/1/012057/meta

Nahampun, D. Y., Arahman, A., Nabila, F., MT, E. F., & Surbakti, N. B. (2025). Pendidikan Inklusif Di Indonesia: Studi Pustaka Atas Perkembangan, Tantangan, Dan Strategi Implementasi. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 596–605.

Piaget, J. (1950). Piaget: The psychology of intelligence. M. Piercy and D. Berlyne, trans.). New York: Routledge.

Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D. https://digilib.unigres.ac.id/index.php?p=show_detail&id=43

Sundayana, H. R., & Pd, M. (2019). Statistika penelitian pendidikan. https://scholar.google.com/scholar?cluster=1074032158147252419&hl=en&oi=scholarr

Suprihatiningrum, J. (2021). Meeting the challenges of accessibility for science inclusive classrooms in indonesian basic education system. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 13(2), 253–272.

Susanto, A. (2019). PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MEDIA BALOK (Eksperimen Pada Siswa SD Labschool FIP-UMJ. Jurnal Holistika, 3(1), 13–22. https://doi.org/10.24853/holistika.3.1.13-22

Tiernan, P., Hamash, M., & Ghreir, H. (2024). Breaking through Barriers: A Systematic Review of Extended Reality in Education for the Visually Impaired. https://doras.dcu.ie/30800/

Undang-Undang Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, 2003 Lembaran Negara RI Tahun 2003 Nomor 78 (2003).