The effectiveness and validity of learning media based on IT for chemistry students with intellectual disabilities: review article

Deni Ainur Rokhim[a], Habiddin Habiddin[a], Nur Indah Agustina[a] y Jacky Anggara Nenohai[b]

Introduction

Children with disabilities are children who experience limitations both physically, mentally, intellectually, socially, and emotionally during their growth and development. Children with disabilities have several types, including (1) Intellectual Disabilities, namely children who experience obstacles in mental development, (2) Learning Disabilities, namely children who have difficulty learning in terms of understanding or using spoken or written language, and these difficulties are seen in terms of listening, thinking, reading, writing, and spelling, (3) Attention Deficit Hyperactivity Disorder, which is a mental disorder that causes children to have difficulty paying attention, and have impulsive and hyperactive behavior, (4) Tunalaras (a term in Indonesian) are children who experience obstacles in regulating emotions and adjusting to the environment in which they live and their surroundings, (5) Hearing and speech disabilities can occur when children have problems in hearing and in communication, (6) Blind children experience obstacles in vision, (7) Autism is a neurodevelopmental disorder that causes behavioral and social interaction disorders, (8) Physical disability is a form of abnormality or disability in the muscle, bone, joint, and nervous system caused by disease, virus, and accidents occurring before birth, at birth or after birth, (9) Gifted children and children who have Special Talents are children who have potential or abilities above children of their age in certain fields such as intellectual, academic, artistic, and leadership (Chamidah, 2013).

Children with disabilities require special attention, especially in the field of education. Based on the Law on the Indonesian National Education System Number 20 of 2003 Article 5, Paragraph 1 reads “Every citizen has the same right to obtain quality education services”. Article 11 states that the government is obliged to provide services and facilities, as well as ensure the implementation of quality education for every citizen without discrimination. Based on this article, students with intellectual disabilities are entitled to the same educational services as students in general in the form of special education. Regulation of the Minister of Education and Culture concerning Special Education Number 46 of 2014 Article 4 states that this special education is carried out inclusively. Inclusive education for children with disabilities consists of Elementary School, Junior High School, and Senior High School. Inclusive schools can support children with special needs to obtain the same education as children without disabilities.

Students with intellectual disability are divided into three classes: mild, moderate, and severe. Students with mild intellectual disability have an IQ of 50-70, so it is included in individuals with intellectual and social disorders who can thrive in academic classes, develop adequately, and require special services. The impact of intellectual conditions causes them to experience difficulties in the educational field and the need for adaptation to the surrounding environment where language, verbal, and emotional disturbances occur. Students with mild intellectual disability have almost the same level of knowledge as students aged 9 to 12 years (Maulidiyah, 2020).

Schools that implement inclusive education accept students with disabilities. One of the students with disabilities who got into the school was a student who has trouble thinking. According to Dedi Kustawan (2016), children with intellectual disabilities are children who have below average intelligence. He also said that children who suffer from intellectual disabilities will experience problems in the academic field because it is difficult to understand the material at school (Ramirez-Tagle et al., 2022; Sari et al., 2017). Teachers who teach in schools with the implementation of inclusive education should employ specialized teaching methods. This is particularly crucial due to the presence of students with certain limitations, especially those with intellectual disabilities. However, some teachers in the class still use the same method as with students without disabilities so that the learning is not optimal. During the learning process, the students with intellectual disability have difficulty accepting and understanding the material presented by the educator. This is also because not all educators can provide special treatment to students with disabilities in overcoming learning difficulties. The lack of special learning media for students with disabilities is also one of the factors that make students experience difficulties during the learning process.

These problems can be overcome by developing appropriate learning media and, of course, attracting the attention of students with intellectual disabilities. One of the learning media that can be used is interactive learning media combined with game content. Gamification is a type of learning that uses games or video games and aims to attract students’ attention in the learning process and make learning more fun (Jusuf, 2016). In gamification there are several elements, namely game thinking, game design, and game mechanics which aim to increase students’ learning motivation (Darnanta et al., 2020; Nenohai et al., 2022; Widarti et al., 2022). Learning media combined with games is the right solution for students with intellectual disabilities. This is because with the concept of gamification, learning becomes more fun, students with intellectual disabilities become more focused and can maintain their concentration in the learning process during class and can increase the learning motivation of students with intellectual disabilities. Learning media with the concept of gamification can also train the cognitive and motor skills of students with intellectual disabilities (Mejia Camacho et al., 2022; Nurmanditya, 2021; Saputra & Kurniawati, 2021).

Methods

The method used in this research is Systematic Literature Review (SLR). Systematic Literature Review (SLR) is an article review method that uses standardized rules to identify and synthesize relevant research articles and assess what is known about the topic being studied (Permatasari et al., 2022). The articles analyzed in this discussion come from online database searches such as SINTA. In this study, the keywords used were “IT-based learning media to increase students’ learning motivation”, “Edugame-based learning media to increase learning motivation of students with intellectual disabilities”, and “Edugame-based learning media for students with intellectual disabilities”. After searching for these keywords on Google, the researcher reads the title of each article that appears in the search view. Then choose several articles that match the criteria set by the researcher. The criteria consist of (1) related to IT-based learning media for students with intellectual disabilities; (2) related to Edugame learning media for students with intellectual disabilities; (3) the year of publication of the article from 2015 to 2022.

Results And Discussion

Effectiveness of IT-Based Learning Media

The development of technology is a solution to innovate in the field of learning, especially in terms of making and developing learning media so that the learning process becomes more enjoyable. Making IT-based learning media using computer technology and its application can be done using a smartphone. IT learning media can be used to increase and direct students’ attention so that it can increase student learning motivation, more direct interaction between students and their environment and students’ ability to learn on their own according to their abilities. According to Hikmah and Maskar (2020), incorporating visual displays and animations into learning materials can boost students’ interest in learning, it makes the material seem not boring, students are more enthusiastic in learning, and IT-based learning media is very practical because it can be used anytime and anywhere.

Based on research conducted by Permana (2019), IT-based learning media can make it easier for students with intellectual disabilities to understand the material being taught and they get motivated by the presentation of structured material, images, audio, and animated videos that can be found in these learning media. In addition, IT-based learning media can also increase the activity of students with intellectual disabilities and can improve their learning outcomes (Permana, 2019). Based on observations made by Prihati and Paramita (2016), IT-based learning media can make students more active and participate more in the learning process and students can also interact directly with learning resources to increase their learning motivation. In the use of IT-based learning media, the role of the teacher is still very much needed. Teachers must be able to arouse the interest of students with intellectual disabilities so that they want to be actively involved and participate in the learning process using IT-based learning media (Nenohai et al., 2022; Prihati & Paramita, 2016; Rizzatti & Jacaúna, 2022).

IT-Based Learning Media Validity

In the learning process, students with intellectual disabilities require an interactive learning media that is interesting and can increase learning motivation. Learning media that can be used by students with intellectual disabilities is IT learning media. According to interviews conducted by Hikmah and Maskar (2020), students are very interested in learning by using IT-based learning media. This is because, according to them, learning activities using IT-based learning media are more intriguing than conventional learning activities. Based on research conducted by Ferawati and Saputri (2022), the results of filling out the student response questionnaire to IT-based learning media were 80% on the material aspect, 90% on the design aspect, and 86% on the use of good language. This shows that students with intellectual disability can use IT-based learning media very well in learning activities (Ferawati & Saputri, 2022). Based on this, many researchers conduct research by developing IT-based learning media to increase learning motivation for students with intellectual disabilities. The results of the validation of IT-based learning media originating from several studies can be seen in Table 1.

Table 1. Results of Validation of IT-Based Learning Media from Several Researches.

Based on several studies on IT-based learning media, the overall validity results of IT-based learning media are categorized as “very valid” and can be used by students. This learning media can be used anywhere and anytime. Even during the Covid-19 pandemic, IT-based learning media was innovative learning media that could be used by both students and teachers.

Conclusion

Based on the results of the review of the articles carried out, it can be concluded that IT learning media can be used to attract the attention of students with intellectual disabilities so that it can increase their learning motivation; there is a more direct interaction between students and the learning media used when that students become active in learning activities. Students in the mild and moderate class of intellectual disability are still allowed to attend regular lessons like children without disabilities in general. However, students in the severe class require special treatment from teachers and parents. IT-based learning media can make it easier for students with intellectual disabilities to understand the material being taught, and it can motivate them by presenting the material in a structured manner, through pictures, audio, and animated videos contained in the learning media. Several studies’ validation results of IT-based learning media show very valid results. This shows that learning media can be accepted and used by students and teachers.

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Recepción: 25/11/2022. Aceptación: 16/06/2023

Cómo citar:

Ainur Rokhim, D., Habiddin, H., Indah Agustina, N. y Anggara Nenohai, J. (2023, octubre-diciembre). The effectiveness and validity of learning media based on IT for chemistry students with intellectual disabilities: review article. Educación Química, 34(4). https://doi.org/10.22201/fq.18708404e.2023.4.84127