Enhancing Early Reading Skills in Students with Intellectual Disabilities: The Effectiveness of Contextual Learning-Based Interactive Animation Media

Armini, Armini
Purwanta, Edi

Journal of Innovation and Research in Primary Education
Vol. 4 No. 3 (2025)

Students with intellectual disabilities face significant challenges in early reading acquisition, requiring specialized instructional approaches that address their unique learning needs. This study investigated the effectiveness of contextual learning-based interactive animation media in improving early reading skills among first-grade students with intellectual disabilities. A quasi-experimental design was employed with three first-grade students with intellectual disabilities at SD Negeri 004 Sangkulirang, Indonesia. Participants completed pretest and posttest assessments measuring five reading components: letter pronunciation, syllable formation, word construction, simple word reading, and short sentence reading (maximum score: 80 points). A contextual learning-based interactive animation intervention was implemented, featuring familiar daily life contexts and interactive elements. Student experiences were assessed through questionnaires using 5-point Likert scales. Data analysis included descriptive statistics and prerequisite assumption testing. All participants demonstrated substantial and consistent improvements, achieving identical 25-point gains between pretest and posttest measurements. Mean scores increased from 40.0 to 65.0 points, representing a 62.5% improvement in overall reading performance. Student questionnaire responses indicated high satisfaction with interactive elements (mean: 12.0), content relevance to daily life (mean: 11.3), and visual/audio appeal (mean: 11.0). Statistical prerequisite tests confirmed data normality and homogeneity assumptions. The uniform improvement pattern demonstrates that contextual learning-based interactive animation media effectively addresses reading acquisition challenges in students with intellectual disabilities. The intervention's success stems from its integration of familiar contextual content, multi-modal presentation, and interactive engagement that prevents cognitive overload while facilitating meaningful knowledge construction. These findings extend constructivist learning theory and multimedia learning principles to inclusive education contexts, providing a replicable framework for developing educational technologies for students with learning differences.