The Application Of Audiovisual Media On The Learning Motivation Of Students With Special Needs
DOI:
https://doi.org/10.19109/ra.v9i2.31514Keywords:
Students With Special Needs, Learning Motivation, Audio-Visual Media, Inclusive Education, Early Childhood Education (PAUD)Abstract
The low learning motivation of students with special needs (PDK) in Serang City is evident from their lack of focus, participation, and active involvement during learning. This condition shows that conventional learning methods have not been able to accommodate the individual needs and learning styles of each child. This study aims to analyse the application of audio-visual media in increasing the learning motivation of PDK. Using a descriptive qualitative approach, the participants consisted of three PDK children with different characteristics, while the data was obtained through observation, interviews, and documentation, then analysed through data reduction and conclusion drawing. The results showed that audio-visual media was effective in increasing learning motivation, as indicated by increased enthusiasm, curiosity, perseverance, and participation among children. The media was adjusted according to the children's needs, such as large text for the deaf, simple animations for children with autism, and interactive displays for children with concentration disorders. This study provides hope for the development of inclusive learning media and encourages collaboration between teachers and parents in supporting PDK learning motivation in a sustainable manner.
Downloads
References
Al Baqi, S. (2024). Pemetaan Profil Peserta Didik dengan Kebutuhan Khusus di PAUD dan Implikasinya dalam Pendekatan Child-Centered Learning. Nak-Kanak: Journal of Child Research, 1(4), 165–180.
Almalki, S. (2020). Saeed Almalki.(2020). Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability. International Journal of Early Childhood Special Education (INT-JECSE), 12 (2): 103-114. International Journal of Early Childhood, 12(2), 103–114.
Andayani, S. (2021). Karakteristik perkembangan anak usia dini. Jurnal An-Nur: Kajian Ilmu-Ilmu Pendidikan Dan Keislaman, 7(02), 199–212.
Arzaqi, R. N., & Diana, D. (2019). The Learning Management For Children With Special Needs (Study In Efata PAUD, Semarang City). Belia: Early Childhood Education Papers, 8(2), 105–112.
Badiah, L. I., Jauhari, M. N., & Sambira, S. (2020). Peningkatan Keterampilan Guru Paud Dalam Menyusun Program Pembelajaran Individual Peserta Didik dengan Kebutuhan Khusus Di PAUD Permata Bunda. SPEED Journal: Journal of Special Education, 3(2), 174–179.
Barman, M., & Jena, A. K. (2023). Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability. International Journal of Developmental Disabilities, 69(5), 683–696.
Creswell, J. W. (2012). Research design: pendekatan kualitatif, kuantitatif, dan mixed.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative Research Designs. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390
Darmawan, F., Hakim, A., Nurhidayah, P. S., Darmawan, F., & Nurhidayah, P. S. (2022). Gim ASIK sebagai Metode Komunikasi Visual dalam Pengembangan Karakter Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 2266–2275.
Egerton, J., Cook, J., & Stambolis, C. (2009). Developing a model of pedagogical best practice in the use of interactive whiteboards for children with autism and complex learning disabilities: Implications for initial teacher training. Training and Development Agency for Schools.
Endu, E., Bate, N. S., Wau, M. P., & Laksana, D. N. L. (2023). IMPLEMENTASI PRINSIP LAYANAN PENDIDIKAN PDK UNTUK MENINGKATKAN KEAKTIFAN SISWA PADA SEKOLAH INKLUSI. Jurnal Pendidikan Inklusi Citra Bakti, 1(1), 88–98.
Irwan, I., Nuryani, N., & Masruddin, M. (2023). Kolaborasi sekolah dengan orang tua dalam meningkatkan proses belajar peserta didik. Kelola: Journal of Islamic Education Management, 8(1), 131–154.
Lincoln, B. (2018). Apples and Oranges: Explorations in, on, and with Comparison. In Apples and Oranges. University of Chicago Press.
Mardliyah, M. I., & Septiana, H. (2024). EFEKTIVITAS MEDIA AUDIO MOVABLE BOOK DALAM PENINGKATAN PERBENDAHARAAN KATA ANAK LAMBAT BELAJAR DI AKASA CENTER SURABAYA. BAPALA, 11(1), 81–87.
Mutaqin, M. F. T. (2022). MENELAAH JOB SATISFACTION PADA PENDIDIK PAUD. Jurnal Anak Bangsa, 1(1), 12–18.
Ningrum, N. A. (2022). Strategi pembelajaran pada Peserta Didik dengan Kebutuhan Khusus dalam pendidikan inklusi. Indonesian Journal of Humanities and Social Sciences, 3(2), 181–196.
Nisa, K., Mambela, S., & Badiah, L. I. (2018). Karakteristik dan kebutuhan Peserta Didik dengan Kebutuhan Khusus. Jurnal Abadimas Adi Buana, 2(1), 33–40.
Nur, M., Sari, N., & Surya, H. (2023). Coping Stress Guru PAUD di Sekolah Reguler yang Menangani Peserta Didik Berkebutuhan Khusus. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 6730–6740.
Parnawi, A., & Syahrani, M. (2024). Pendidikan Inklusif dalam Islam Untuk Membangun Kesetaraan dan Keadilan. ARRIYADHAH, 21(1), 79–87.
Pratiwi, T. S., & Arisanto, P. T. (2021). Kolaborasi Pemerintah dan Masyarakat Sipil Merespon Covid-19 di Daerah Istimewa Yogyakarta Melalui Pendekatan Crisis Visualizations. Proceeding International Relations on Indonesian Foreign Policy Conference, 1(1), 249–271.
Rahmawati, S. (2024). Optimalisasi Fokus:“Strategi Pembelajaran untuk Meningkatkan Konsentrasi pada Anak dengan Gangguan Spektrum Autisme (GSA).” Didaktika: Jurnal Kependidikan, 13(2), 2527–2534.
Ramadhianty, M. A., Sadikin, U. H., & Argama, R. (2023). Perempuan berdaya melawan korupsi: Studi kasus kader Posyandu Desa Rumpin dalam menyikapi politik uang. Integritas: Jurnal Antikorupsi, 9(1), 121–134.
Saputra, A. (2016). Kebijakan pemerintah terhadap pendidikan inklusif. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(3), 1–15.
Setiawati, F. A. (2020). Mengenal konsep-konsep Peserta Didik dengan Kebutuhan Khusus dalam PAUD. SELING: Jurnal Program Studi PGRA, 6(2), 193–208.
Silitonga, T., Purba, Y., Munthe, H., & Herlina, E. S. (2023). Karakteristik Peserta Didik dengan Kebutuhan Khusus. Jurnal Pendidikan Sosial Dan Humaniora, 2(3), 11155–11179.
Sukiman, S. (2024). Kurikulum 2013 dan Kurikulum Merdeka: Perbedaan Pada Pembelajaran di PAUD. AWLADY: Jurnal Pendidikan Anak, 10(1), 90–103.
Sunarya, P. B., Irvan, M., & Dewi, D. P. (2018). Kajian penanganan terhadap Peserta Didik dengan Kebutuhan Khusus. Jurnal Abadimas Adi Buana, 2(1), 11–19.
Switri, E. (2022). Pendidikan Peserta Didik dengan Kebutuhan Khusus. Penerbit Qiara Media.
Taslibeyaz, E., Dursun, O. B., & Karaman, S. (2017). Interactive video usage on autism spectrum disorder training in medical education. Interactive Learning Environments, 25(8), 1025–1034.
Torore, F., Putra, S., & Ruagadi, A. (2025). Strategi Guru dalam Meningkatkan Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di TK Mekar Asih Transmadoro. Pandelo’e, 5(1), 60–73.
Wiyono, B. D. (2018). Pendidikan Inklusif.
Yin, R. K. (2003). Designing case studies. Qualitative Research Methods, 5(14), 359–386.
Yin, R. K. (2015). Qualitative research from start to finish. Guilford publications.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Neng Kartika, Havid Surya, Novita Sari, Umalihayati, Muthia Sari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
.jpg)
.png)
