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All Journal Journal of ICSAR Jurnal ORTOPEDAGOGIA Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Speed : Journal of Special Education Jurnal Ilmiah Profesi Pendidikan Special and Inclusive Education Journal (SPECIAL) Jurnal Kajian Ilmu Pendidikan (JKIP) SPEED: Journal of Special Education Jurnal Pendidikan Inklusi Citra Bakti Jurnal Cendekia Ilmiah Jurnal Pendidikan Inklusi Citra Bakti
Megaswarie,, Rosika Novia
Universitas PGRI Argopuro Jember
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of Augmented-Reality Based Adapted-Book Learning Media for Emotion Recognition for Children with Special Needs (Autism): A Visual Therapy Approach Kismawiyati, Renalatama; Megaswarie, Rosika Novia; Purwanto, Purwanto; Pratama, Fernanda
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4371

Abstract

Children with Autism Spectrum Disorder (ASD) often experience considerable difficulties in recognizing and expressing emotions, which in turn affect their social–emotional skills. This study aims to develop and examine the effectiveness of an Augmented Reality (AR)–based adapted book as a visual therapy medium to support emotional recognition in children with autism. The research employed the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Expert validation indicated that the media was categorized as highly valid, with an Aiken’s V score of 0.89. The implementation stage involved 10 children with autism aged 7–10 years, who participated in four 30-minute visual therapy sessions. The pretest–posttest results revealed a significant increase in the mean score of emotional recognition, from 45.2 to 76.8 (p < 0.001; d = 0.95). Moreover, 82% of the participants responded more quickly to 3D stimuli compared to conventional card media. Teachers and therapists reported that the media was engaging, user-friendly, and effective in enhancing children’s focus during therapy sessions. These findings strengthen the body of evidence that integrating AR into learning media can effectively improve the social–emotional skills of children with ASD. In practical terms, this product is feasible for use in inclusive schools and therapy centers as an innovative, interactive, and adaptive alternative for visual therapy for children with autism.
Co-Authors Agus Hermawan Agus Hermawan Anis Yulia Rachman Ariyanto,, Dedy Asrorul Mais Aswar Anas Dina Lutfiana Fentika Dewi Halimatus Zahra Iftitah, Iftitah Kismawiyati, Renalatama Lailil Aflahkul Yaum Muhammad Zamroni Mulyadi Mulyadi Pratama, Fernanda Prystiananta, Nostalgianti Citra Purwanto Purwanto Wati, Delia Fitria Sulistia Yaum, Lailil Aflahkul Yaum, Lailil Alfahkul Zusfindhana, Inna Hamida