<![CDATA[Limited access to visually based learning resources and teacher-centred instruction hinder the development of independent learning among students with visual impairments. This study aimed to develop and evaluate an adaptive audio-digital learning model designed to enhance the learning independence of blind students, integrating Self-Regulated Learning (SRL), Universal Design for Learning (UDL), Cognitive Load Theory, Vygotsky's Zone of Proximal Development (ZPD), and Mayer's multimedia learning principles. A Research and Development (R&D) approach using the ADDIE model was employed, encompassing analysis, design, development, implementation, and evaluation. The model was validated by three experts in special education, educational technology, and instructional media. Its effectiveness was tested through a quasi-experimental non-equivalent control group design involving 20 students with visual impairments (experimental group, n = 10; control group, n = 10) at SLB Negeri 1 Lombok Barat, Indonesia. The intervention consisted of eight sessions over four weeks, with the same teacher delivering instruction to both groups. Data were collected through validation sheets, questionnaires, observation sheets, interviews, and pretest–posttest assessments, and analysed using Aiken's V, Cronbach's Alpha, Shapiro-Wilk and Levene's tests, descriptive statistics, N-Gain, Independent Samples t-test, and Cohen's d. Qualitative data were analysed using the Miles, Huberman, and Saldana interactive model with member checking and peer debriefing. The model demonstrated high content validity (mean Aiken's V = 0.91) and excellent reliability (Cronbach's Alpha = 0.89–0.93). The experimental group achieved greater improvement in learning independence (N-Gain = 0.60, medium-to-high) compared to the control group (N-Gain = 0.22, low). The t-test revealed a statistically significant difference between groups (t = 3.87, df = 18, p = 0.001) with a very large effect size (Cohen's d = 2.59). Qualitative findings identified four themes: increased learning autonomy, reduced dependence on teachers, challenges in using audio-digital media, and perceived benefits for learning motivation. These findings indicate that the adaptive audio-digital learning model is valid, reliable, and effective in enhancing the learning independence of students with visual impairments. The study contributes an integrated theoretical framework, a comprehensive and ready-to-implement learning model, and empirical evidence from the Indonesian special education context, with implications for inclusive education policy and accessible digital learning practices. However, the small sample size, short intervention duration, and quasi-experimental design limit generalisability; future research should employ randomised controlled trials with larger samples, longitudinal designs, and direct measures of cognitive load.]]>
