Development of HICAH Learning Media (Count Fractions) for Blind Students in Makassar

Abstract

This study aims to determine the feasibility of the media, student responses, and teacher responses to Hicah learning media (count fractions) for blind students in Makassar. This research is development research using the ADDIE model (Analysis, Design, Development, Implementation, dan Evaluation). The analysis stage is used to find out about the problems and needs of students, the design stage makes media prototypes according to student needs, then the development is carried out media validation, implementation as a media trial, and evaluation by revising to adjust the results of field trials. The results of this study are: (1) The results of the validation of the Hicah learning media developed are feasible to use and feasible to be tested on students and teachers with a media feasibility weight of 90% percent. (2) The responses of the blind students of SLB Negeri 1 Makassar, SLB-A YAPTI Makassar, and SLB Yukartuni to the Hicah learning media developed received a positive response. Student responses strongly agree by 83 percent. (3) The responses of mathematics teachers and class teachers at SLB Negeri 1 Makassar, SLB-A YAPTI Makassar, and SLB Yukartuni to the Hicah learning media developed were given a very good response. The positive response of the teacher can be seen from the percentage of 100 percent positive response.

Developing Mind Mapping-Based Teaching Materials for Teaching Self-Care Skill Adaptive Behavior to Students with Multiple Disabilities Visual Impairment (MDVI)

“…Rudiyati et al, (2016) explained the obstacles experienced by teachers, parents, and assistants in dealing with students with MDVI is the lack of students' ability in the realm of caring for or helping themselves so teaching process needs to be done as early as possible. Learning process for blind is more likely to be done by the verbal because their own limit in visual aspect and use their touch and hearing more in receiving information (HN et al, 2023). This is a challenge for MDVI student teachers because in reality teachers still experience obstacles in teaching adaptive behavior in schools.…”