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All Journal Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris Al-Jabar : Jurnal Pendidikan Matematika JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal on Education JOURNAL OF SCIENCE AND SOCIAL RESEARCH Jurnal Pendidikan dan Konseling Jurnal Pendidikan Teknologi Informasi dan Vokasional Journal of English Language and Education INDONESIAN JOURNAL OF BASIC EDUCATION Jurnal Basicedu Journal of Development Education and Learning
Ari Aprilia Dwiana
Universitas Rokania
Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Augmented reality as a pathway to inclusive learning: Empowering students with intellectual disabilities to build literacy and numeracy skills Chandra, Detri Amelia; Muslim; Dwiana, Ari Aprilia; Muhajirin, Ahmad; Silitonga, Wulan Afrilia
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28618

Abstract

Purpose: The study aims to design, validate, and evaluate the effectiveness of Augmented Reality (AR)-based learning media to enhance literacy and numeracy among students with intellectual disabilities at Rokan Hulu Special Needs School. Method: This research applied the Multimedia Development Life Cycle (MDLC) model, following six stages: concept, design, material collection, assembly, testing, and distribution. The media were validated by content and media experts, and its effectiveness was assessed using a pretest-posttest design involving six students. Statistical analyses, including paired-sample t-tests and N-Gain calculations, were used to measure the improvement in students' skills. Findings: The AR-based media was highly feasible, with expert validation scores confirming its content relevance and technical quality. Statistical analyses revealed significant improvements in both literacy and numeracy skills, with large effect sizes, suggesting that AR-based learning effectively supports skill development in students with intellectual disabilities. Significance: The study shows that AR technology offers a promising tool for improving literacy and numeracy among students with intellectual disabilities. The findings highlight the potential of AR to enhance engagement, motivation, and learning outcomes in inclusive educational settings. 
Co-Authors Aan Budiyono Aan Budiyono Ahmad Muhajirin Angela Samosir Angela Samosir Aulia, Aisyah Nurul Awalia, Nur Bagindo, Intan Suri Budiarti Budiarti Budiyono, Aan Chandra, Detri Amelia Eripuddin Eripuddin Febby Anggraini Habibah Siregar Halimah Halimah Handika Handika Handika, Handika Hutagaol, Ramses Indah, Debby Jufri Jufri Karlina Karlina Masrul Masrul Masrul Molli Wahyuni Muslim Muslim Muslim Nauli Tama Sari Nur Awalia Pardomuan Siregar, Faisal Pipit Rahayu Prasiwiningrum, Elyandri Pratama, Amthorie Bangkit Ramdhan Witarsa Safrudin Safrudin Samosir, Angela Silitonga, Wulan Afrilia Wahyudi, Sri Yenni Sarmida Nasution Yogi, Yogi