Analisis Respons Peserta Didik Tunagrahita terhadap Media Huruf Timbul dan Video Animasi Berbasis Artificial Intelligence dalam Pembelajaran Huruf Vokal

Eylen Yossi  Siagian; Apri Ulita; Enjelina Pitri  Simamora; Johannes Bagas  Sitorus; Tri Lande

doi:10.36989/didaktik.v12i02.14690

Eylen Yossi Siagian Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Medan
Apri Ulita Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Medan
Enjelina Pitri Simamora Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Medan
Johannes Bagas Sitorus Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Medan
Tri Lande Program Studi Pendidikan Bahasa dan Sastra Indonesia, Universitas Negeri Medan

DOI: https://doi.org/10.36989/didaktik.v12i02.14690

Keywords: Intellectual disability, Embossed letters, AI animation videos, Vowels learning media.

Abstract

Students with intellectual disabilities require concrete and engaging learning media. This study analyzes the responses of students with intellectual disabilities to raised letters and Artificial Intelligence (AI) based animated videos in learning vowels. The method used is descriptive qualitative with a case study approach. The subjects of the study were three students with mild intellectual disabilities at SD Negeri 066667 Medan, consisting of two fifth-grade students and one fourth-grade student. Data were collected through observation, documentation, and field notes, then analyzed using the Miles and Huberman model. The results showed that all students responded positively to the AI-based animated videos, which increased their attention and learning engagement. However, responses to raised letters varied: fourth-grade students were more responsive to tactile media, while fifth-grade students were more interested in audio-visual media. These findings indicate that the learning styles of students with intellectual disabilities are individual, so the use of media needs to be adjusted to the needs of each student.

References

Cast. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Fauziah, N., Rahman, A., & Putra, D. (2023). Multisensory learning for students with intellectual disabilities in literacy instruction. Journal of Special Education Research, 8(2), 112-120.

Huang, X., Chen, Y., & Chiu, P. (2023). Artificial intelligence in education: Interactive learning media and student engagement. Educational Technology Review, 15(1), 55-68.

Lestari, M., & Kurniawan, A. (2022). Pengaruh media animasi interaktif terhadap kemampuan mengenal huruf anak tunagrahita ringan. Jurnal Pendidikan Luar Biasa, 18(2), 90-101.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

Pratama, Y., & Dewi, K. (2023). Pembelajaran literasi awal pada peserta didik tunagrahita menggunakan media interaktif. Jurnal Pendidikan Inklusif Indonesia, 7(1), 50-61.

Putri, R., Hidayat, T., & Wahyuni, S. (2021). Penggunaan media huruf timbul dalam meningkatkan kemampuan membaca permulaan anak berkebutuhan khusus. Jurnal Pendidikan Inklusif, 5(1), 30-39.

Rahmawati, N., & Wulandari, E. (2023). Kesulitan literasi dasar pada peserta didik tunagrahita di sekolah dasar inklusif. Jurnal Pendidikan Dasar Khusus, 7(2), 88-97.

Sari, D., & Fitriani, N. (2024). Efektivitas media audio visual terhadap perhatian belajar siswa tunagrahita. Jurnal Teknologi Pendidikan Khusus, 9(1), 14-23.

Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports (12th ed.). American Association on Intellectual and Developmental Disabilities.

Situmorang, Y., & Harahap, F. (2022). Media pembelajaran interaktif untuk peserta didik berkebutuhan khusus. Jurnal Pendidikan dan Teknologi, 10(1), 66-75.

Wijayanti, R., & Saputra, E. (2023). Pengaruh media visual terhadap motivasi belajar peserta didik berkebutuhan khusus. Jurnal Pendidikan Khusus Modern, 6(3), 101-110.

Yuliana, D., & Sembiring, M. (2024). Implementasi pembelajaran berbasis teknologi AI pada pendidikan inklusif. Jurnal Inovasi Pendidikan, 11(1), 25-34.

Zainuddin, A., & Maulana, H. (2022). Strategi pembelajaran huruf vokal bagi anak tunagrahita ringan. Jurnal Pendidikan Dasar dan Khusus, 5(2), 56-64.