<![CDATA[Braille literacy is a fundamental competency that supports academic participation and independence among students with visual impairments. However, many students experience difficulties in accurately applying Tulisan Singkat (Tusing) Braille due to the complexity of symbols and the abstract nature of contraction rules. This study aimed to examine the effect of the contextual practice method on the accuracy of Tusing Braille writing among visually impaired students. The research employed a quantitative approach using a quasi-experimental method with a One-Group Pretest–Posttest Design. Participants consisted of four Grade VIII students with visual impairments at SMPLB YKAB Solo selected through total sampling. Data were collected using a performance-based writing test involving a dictated narrative text containing 134 target Tusing symbols. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed a substantial improvement in students’ writing accuracy following the intervention. The mean score increased from 44.40% in the pretest to 74.07% in the posttest, representing an average gain of 29.67%. Statistical analysis indicated a significant difference between pretest and posttest scores (p = 0.046 < 0.05). The results suggest that the contextual practice method effectively enhances students’ understanding and application of Tusing symbols by integrating learning activities into meaningful language contexts. Furthermore, the method supports the development of cognitive processing, auditory memory, and fine motor coordination required for Braille writing. In conclusion, the contextual practice method is an effective instructional strategy for improving the accuracy of Tusing Braille writing among students with visual impairments and may serve as an alternative approach for strengthening Braille literacy instruction in special education settings.]]>
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