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

Authors

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

Keywords:

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

Abstract

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

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