PEMANFAATAN MEDIA PEMBELAJARAN VISUAL DALAM MENINGKATKAN PEMAHAMAN BELAJAR SISWA ANAK BERKEBUTUHAN KHUSUS DI SLB NEGERI SAMPANG

Yusni Vita Erni (STKIP PGRI Sampang, Sampang, Jawa Timur, Indonesia)
Rizki Maulidina (STKIP PGRI Sampang, Sampang, Jawa Timur, Indonesia)
Moh. Yusuf Efendi (STKIP PGRI Sampang, Sampang, Jawa Timur, Indonesia)
Ach. Farqi Zahrillah (STKIP PGRI Sampang, Sampang, Jawa Timur, Indonesia)
Jatim Desiyanto (STKIP PGRI Sampang, Sampang, Jawa Timur, Indonesia)

STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran
Vol. 6 No. 3 (2026)

ABSTRACT Students with special needs (SSNs) have diverse learning characteristics that require instructional strategies capable of presenting learning materials in a concrete, engaging, and accessible manner. However, classroom instruction that relies predominantly on verbal explanations often fails to accommodate these learning needs. This study aimed to analyze the utilization of visual learning media in improving the learning comprehension of students with special needs at SLB Negeri Sampang. A qualitative approach with a case study design was employed. The study participants were selected using purposive sampling, consisting of students with special needs (SEN) and teachers who were directly involved in the teaching and learning process utilizing visual learning media. Data were collected through classroom observations, teacher interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed that the use of visual learning media, including pictures, picture cards, instructional videos, illustrated books, and concrete learning materials, enhanced students’ attention and learning focus, facilitated conceptual understanding through more concrete representations of learning content, and increased students’ learning interest and classroom participation. The effectiveness of visual media was further supported by teachers’ ability to adapt instructional media to individual student characteristics, provide personalized assistance, and reinforce learning through repeated explanations. Nevertheless, several challenges remained, including differences in students’ levels of concentration and comprehension, as well as limited availability of instructional media. These findings indicate that visual learning media function not only as instructional aids but also as an adaptive teaching strategy that promotes more inclusive, meaningful, and learner-centered educational practices for students with special needs. ABSTRAK Siswa anak berkebutuhan khusus (ABK) memiliki karakteristik belajar yang beragam sehingga memerlukan strategi pembelajaran yang mampu menyajikan materi secara konkret, menarik, dan mudah dipahami. Namun, penyampaian materi yang masih didominasi penjelasan verbal sering kali belum mampu mengakomodasi kebutuhan belajar tersebut. Penelitian ini bertujuan menganalisis pemanfaatan media pembelajaran visual dalam meningkatkan pemahaman belajar siswa ABK di SLB Negeri Sampang. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian dipilih menggunakan teknik purposive sampling, yaitu siswa anak berkebutuhan khusus (ABK) dan guru yang terlibat secara langsung dalam proses pembelajaran yang memanfaatkan media pembelajaran visual. Data dikumpulkan melalui observasi, wawancara dengan guru, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemanfaatan media visual berupa gambar, kartu bergambar, video pembelajaran, buku bergambar, dan media konkret mampu meningkatkan perhatian dan fokus belajar siswa, mempermudah pemahaman konsep melalui penyajian materi yang lebih konkret, serta mendorong meningkatnya minat dan keaktifan siswa selama proses pembelajaran. Efektivitas penggunaan media visual didukung oleh peran guru dalam menyesuaikan media dengan karakteristik siswa, memberikan pendampingan individual, serta mengulang penjelasan sesuai kebutuhan. Meskipun demikian, penerapan media visual masih menghadapi kendala berupa perbedaan tingkat konsentrasi dan pemahaman siswa serta keterbatasan ketersediaan media pembelajaran. Temuan penelitian menunjukkan bahwa media pembelajaran visual tidak hanya berfungsi sebagai alat bantu penyampaian materi, tetapi juga merupakan bentuk adaptasi pembelajaran yang mendukung terciptanya proses pembelajaran yang lebih inklusif, bermakna, dan sesuai dengan karakteristik belajar siswa ABK.