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Mimbar Ilmu
Published by Universitas Pendidikan Ganesha
ISSN : 1829877X     EISSN : 26859033     DOI : 10.23887/mi
Core Subject : Education,
Education
Mimbar Ilmu is published by Research and Community Service Institution Universitas Pendidikan Ganesha. Mimbar Ilmu aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. It is published twice a year in April and October.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 592 Documents
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Artificial Intelligence as a Learning Assistant: Child with Intellectual Disability Distinguish the Letters B and D Sumartini; Budi Susetyo; Iding Tarsidi
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.106045

Abstract

Inclusive education requires learning services that are able to accommodate the needs of all students, including students with intellectual disabilities. One of the common problems experienced by students with intellectual disabilities is difficulty distinguishing the letters b and d due to the visual similarity between the two letters. This condition affects students’ basic literacy skills, particularly in reading and writing. The use of Artificial Intelligence (AI) in learning is considered to have the potential to create more adaptive, interactive, and student-centered learning media for students with special needs. This study aimed to analyze the effectiveness of AI-based learning media in improving students’ ability to distinguish the letters b and d. The study employed a Research and Development (R&D) approach using the ADDIE model. The research subjects consisted of five fifth-grade students with intellectual disabilities. Data were collected through observations, interviews, literacy tests, and documentation. The research instruments included student engagement observation sheets, interview guidelines, and pre-test and post-test questions. Data were analyzed using descriptive quantitative and qualitative techniques by comparing students’ abilities before and after the implementation of AI-based learning media. The findings revealed an improvement in students’ ability to recognize and write the letters b and d, indicated by an average score increase of 30% from pre-test to post-test. In addition, students demonstrated higher motivation, participation, and engagement during the learning process. This study concludes that AI-based learning media are effective in supporting the development of basic literacy skills among students with intellectual disabilities and have implications for the implementation of more adaptive and interactive inclusive learning practices.
Textbooks Based a Culturally Responsive Teaching Approach for IPAS Learning of Elementary School Azizah Thalib; Nuraini; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Roberto Rolly Bolalong; Sri Wahyuni; Rosnadi
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.106472

Abstract

The limited availability of instructional resources that integrate local culture, language, and students’ experiences in science and social studies (IPAS) has made it difficult for teachers to implement the Culturally Responsive Teaching (CRT) approach, despite its significant potential to enhance learning quality. This study aims to develop and examine the feasibility, practicality, and effectiveness of a CRT-based textbook (BUDIPAS) in improving students’ learning outcomes. This research employs a development design using the ADDIE model, which consists of five stages: Analyze, Design, Development, Implementation, and Evaluation. The research subjects include material experts, media experts, cultural experts, language experts, and elementary school students. Data were collected through expert validation sheets, practicality questionnaires, and student learning outcome tests. Data analysis was conducted using descriptive quantitative and inferential statistics through a t-test. The results indicate that the developed textbook achieved a “very good” category in terms of feasibility based on expert evaluations and was considered highly practical by both teachers and students. The effectiveness test showed a significance value of 0.000 (p < 0.05), indicating that the use of BUDIPAS significantly improves students’ learning outcomes. Therefore, the CRT-based textbook is proven to be effective and has implications for fostering more meaningful, contextual, and responsive learning aligned with students’ characteristics.

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