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All Journal Jurnal Ilmiah Profesi Pendidikan
Renalatama Kismawiyati
Universitas PGRI Argopuro Jember
Education

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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 Renalatama Kismawiyati; Rosika Novia Megaswarie; Purwanto Purwanto; Fernanda Pratama
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.
Inclusive Learning Innovation for Deaf Students Using Sign Language Through Augmented Reality Technology Inna Hamida Zusfindhana; Renalatama Kismawiyati; Soni Andiwijaya; Eliya Tahta Arumristanti; Wargo Silanto
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.v11i1.4372

Abstract

This study aims to develop Augmented Reality (AR)-based learning media to enhance sign language learning skills for deaf students in the Special Education Study Program at Universitas PGRI Argopuro Jember. The research method employed is the ADDIE development model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The analysis phase revealed that the sign language learning process still relies on conventional methods without the support of innovative media, indicating the need for an interactive technology-based solution such as AR. The developed media is an AR application featuring 3D models of hand and finger movements adapted from the SIBI Dictionary, designed based on VISUALS principles to ensure ease of use, accuracy, and precision in learning. Validation results from media experts indicated a feasibility percentage of 89.37%, while material experts rated it at 86.66%, both categorized as highly feasible. The application was implemented with 11 deaf students, showing an average usage effectiveness of 94.54%, along with positive responses regarding ease of use, information accuracy, and flexibility in learning sign language anytime and anywhere. Evaluation was conducted using a Likert-scale questionnaire to measure the application's effectiveness. The findings demonstrate that AR-based learning media is highly effective in improving sign language comprehension and providing an inclusive learning experience for deaf students. This application is expected to serve as an innovative alternative learning medium in higher education to support technology-based inclusive education.
Co-Authors Eliya Tahta Arumristanti Fernanda Pratama Megaswarie,, Rosika Novia Purwanto Purwanto Soni Andiwijaya Wargo Silanto Zusfindhana, Inna Hamida