Development of Visual Perception Assessment in the Form of an Interactive Digital Book for Students with Mental Disabilities

Neny Yuniarti; Ahsan Romadlon Junaidi; Asep Sunandar

doi:10.17977/um005v7i12023p51

Development of Visual Perception Assessment in the Form of an Interactive Digital Book for Students with Mental Disabilities

Neny Yuniarti, Ahsan Romadlon Junaidi, Asep Sunandar

Abstract

Children with special needs will achieve good learning outcomes if educators conduct assessments. Assessment is a process to collect information about abilities, advantages and needs that will be used as considerations and decisions related to the preparation of academic programs. This study aims to develop a visual perception assessment product in the form of a digital book for students with intellectual disability which is expected to be able to measure the ability, difficulty and needs in aspects of the development of children's visual perception with cases of mental impairment needed as consideration in planning learning programs, especially in reading learning. The method used in this study adapts the Research and Development method initiated by Borg & Gall. The validity of the resulting product is calculated by Aiken's V formula which compared with the table r value (0.78) obtained a material validity value of 0.95 (very valid), a media validity of 0.90 (very valid) and a system validity of 0.91(very valid). The reliability of the products developed proved to be reliable and consistent based on the Cronbach Alpha test which obtained a value of 0.744, higher than the minimum Cronbach Alpha score limit of 0.60. The implementation of the assessment by students with mental disabilities obtained a score of 96.9 percent, meaning that the product can be used very well. Based on the results of this study, the visual perception assessment in the form of interactive digital books for students with intellectual disability that have been developed is suitable for use.

Keywords

assessment, intellectual disability, interactive digital, visual perception

Full Text:

PDF

References

Abdurrahman, M. (2012). Pendidikan bagi anak berkesulitan belajar. Rineka Cipta.

Abianti, W., Alsa, A., & Pudjibudoyo, K. J. (2000). Studi Tentang Hubungan Persepsi Visual Developmental Test of Visual Sd. Unitas, 8(2).

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131–141. https://doi.org/10.1177/0013164485451012

Astria, & Rochyadi, E. (2016). Hubungan Persepsi Visual Terhadap Mental Age Dan Membaca Kata Anak Tunagrahita. 18, 6–12.

Hallahan, D., Kauffman, J., & Pullen, P. (2014). Multicultural and Bilingual Aspects of Special Education. In Exceptional Learners: An Introduction to Special Education.

Inas, T. (2018). Pengembangan Instrumen Asesmen Persepsi Visual Bagi Anak Dengan Hambatan Kecerdasan. Universitas Pendidikan Indonesia.

Indra, D., Mansyur, U., & Satra, R. (2019). Pemanfaatan Information And Comunication Technology (ICT) Pada SLB Negeri 2 Makassar. Celebes Abdimas: Jurnal Pengabdian Kepada Masyarakat, 1(2), 84–89. https://doi.org/10.37541/celebesabdimas.v1i2.179

Juhanaini, & Eka, S. (2009). Pengaruh Latihan Kesadaran Persepsi Visual terhadap Kemampuan Membaca Permulaan. JASSI, 8, 49–53.

Marlina. (2015). Asesmen Anak Berkebutuhan Khusus (Pendekatan Psikoedukasional).

Nabilah, A., Damaianti, S. V., & Mubiar, A. (2018). Pengembangan Instrumen Untuk Mengukur Kemampuan Persepsi Visual dan Kesadaran Linguistik Siswa Sekolah Dasa5. Profesi Pendidikan Dasar, 5(1), 90–99.

Pamuladsih, K. D., Sunardi, S., & Yuwono, J. (2022). Implementation of Learning Prayer for Mental Retardation. INCLUSIVE EDUCATION, 1(1), 61–71.

Prasetya, D. D. (2015). Kesiapan Pembelajaran Berbasis Buku Digital. Jurnal Teknologi Elektro Dan Kejuruan, 24(2), 60–64.

Putri, A. D. S., Susetyo, B., & Akhlan, R. N. R. (2022). Improving the Fine Motor Skills of Intelligence Impaired Children Through Cutting and Paste Activities with Worksheets at SLB Solokuro Lamongan. INCLUSIVE EDUCATION, 1(1), 1–6.

Putri, V., Junaidi, A., & Dewantoro, D. (2021). The Drill Method Filming in Improving Mental Retardation Students Self-Care Skills. Journal of ICSAR, 5(2), 21-27.

Rochyadi, E. (2010). Pengaruh Kesadaran Linguistik dan Kesadaran Persepsi Visual Terhadap Kemampuan Membaca Permulaan Anak Tunagrahita. Jurnal Pendidikan Dan Kebudayaan, 16(7), 75. https://doi.org/10.24832/jpnk.v16i7.510

Subasno, Y., Degeng, N. S., Pali, M., & Hitipeuw, I. (2021). The effectiveness of multiplex teaching method in mastering vocabulary for deaf students. European Journal of Educational Research, 10(4), 1649–1667. https://doi.org/https://doi.org/10.12973/eu-jer.10.4.1649

Subasno, Y., Nini, K., & Densi, C. (2022). Improving vocabulary reading skills with word card and picture card for moderate intellectual disabilities. Journal of ICSAR, 6(1), 101–110. https://doi.org/10.17977/um005v6i12022p101

Suprotun, S., & Andriyani, A. (2022). Character-Loaded Lift the Flap Book to Enhance Contextual Problem-Solving Skills of Mental Retardation Students. Journal of Education for Sustainability and Diversity, 1(1), 39–53.

Swedo, S. E. (2013). DSM-5. manual diagnóstico y estadístico de los trastornos mentales. últimas novedades. In Pediatria Integral. American Psychiatric, Washington DC, London.

V Wiratna Sujarwesi. (2014). SPSS Untuk Penelitian. Pustaka Baru Press.

Yunianti, G., Efendi, M., Kurniawan, A., & Sopingi, S. (2019). The Influence of Using Animal Card Media on the Ability of Mild Mental Retardatin to Write Simple Sentence. Journal of ICSAR, 3(2), 74-77.

Yuwono, I. (2015). Instrumen Asesmen Perkembangan Anak Berkebutuhan Khusus. Program Studi Pendidikan Khusus Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat.

DOI: http://dx.doi.org/10.17977/um005v7i12023p51