The Teaching Materials Design of North Sumatran Folktales Based on Augmented Reality

Atika Wasilah, Rosmawaty Rosmawaty, Emasta Evayanti Simanjuntak

Abstract


This research is prompted by the students’ low literacy skills in inclusive education in Indonesia, especially in North Sumatra. The current government has given more attention to the implementation of inclusive education through Law Number 8 of 2016 in Article 5 paragraph 3f concerning the persons with disabilities, and Regulation of the Minister of National Education of the Republic of Indonesia Number 70 of 2009 concerning the inclusive education for students who have abnormalities and have potential intelligence and/or special talent. The purpose of this study is to explain the process of developing the augmented reality book of folktales of North Sumatra. The method used in this research is ADDIE (Analysis-Design-Develop-Implement Evaluate) model. One of the functions of ADDIE is as a guide in building training program tools and infrastructure that is effective, dynamic and supports the performance of the training itself. This model uses 5 development stages, they are analysis, design, development, implementation evaluation. This article describes the stages of preliminary study, planning, product development, and product review. The results showed that the steps taken in designing an augmented reality application included: markers on books, reading markers on books, detecting markers, displaying 3D objects and playing sound, and continuing to display 3D objects and sound explanations. Moreover, the architectural design of augmented reality applications includes AR applications.


Keywords


augmented reality; inclusive education; folktales

Full Text:

PDF

References


Chen Han & Therese M. Cumming. (2022). Behavioral supports for students with autism spectrum disorders: practice, policy, and implications for special education reform in China, International Journal of Inclusive Education, 26:1, 41-60, DOI:10.1080/13603116.2019.1629120

Gemma Diaz-Garolera, M. Pallisera & J. Fullana. (2022) Developing social skills to empower friendships: design and assessment of a social skills training programme, International Journal of Inclusive Education, 26:1, 1-15, DOI:10.1080/13603116.2019.1625564

Gunawan, G.G., and Sulaeman, M. (2020). Determining Factors in the Use of Digital Marketing and Its Effect on Marketing Performance inthe Creative Industriesin Tasikmalaya. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 3 (3): 2543-2550.

Hariati, P. (2021). Implementation of Digital Literacy toward Pandemic Situation. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4 (2): 2920-2926.

Joanna Tai, Rola Ajjawi & Anastasiya Umarova (2021) How do students experience inclusive assessment? A critical review of contemporary literature, International Journal of Inclusive Education, DOI:10.1080/ 13603116.2021.2011441

Karim Del Rocío Garzon Díaz & Dan Goodley (2021) Teaching disability: strategies for the reconstitution of disability knowledge, International Journal of Inclusive Education, 25:14, 1577-1596, DOI:10.1080/13603116.2019. 1640292

Marie Gitschthaler, Julia Kast, Rupert Corazza & Susanne Schwab (2021) Inclusion of multilingual students—teachers' perceptions on language support models, International Journal of Inclusive Education, DOI:10.1080/13603116.2021.2011439

Law Number 8 of 2016 in article 5 paragraph 3f concerning persons with disabilities

Regulation of The Minister of National Education of The Republic of Indonesia Number 70 Year 2009 Concerning Inclusive Education for Students Who Have Disabilities and Have Potential Intelligence And/Or Special Talents

Schultz, JL, Lieberman, LJ, Ellis, MK, & Hilgenbrinck, LC (2013). Ensuring The Success of Deaf Students in Inclusive Physical Education. JOPERD: The Journal of Physical Education, Recreation & Dance, 84(5), 51-56.

Sibi Dyah Novialassafitri. (2021). Literature of students with deaf disabilities in inclusive class. Journal of Inclusive Education Volume 4 Number 2 Year 2021 Pages: 113-125.https://doi.org/10.26740/inclusion.v4n2

Susanne Schwab, Umesh Sharma & Lisa Hoffmann (2022) How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalization and differentiation in teaching practices, International Journal of Inclusive Education, 26:1, 61-76, DOI:10.1080/13603116.2019. 1629121

Tarmansyah.2007.Educational Inclusion for All.Jakarta: Ministry of National Education

Krishnan, MM, Sivasankar, N., SatheeshKumar, T., & Manokaran, G. Virtual Teaching a New Norm: Teachers Attitude Toward Online Teaching and Its Challenges During Pandemic. International Journal of Early Childhood, 14(03), 2022.

Yugo, V.R.S., Juanda, B., and Anggraeni, L. (2021). Does Digital Readiness Affect Economic Growth?. Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4 (4): 7735-7746.




DOI: https://doi.org/10.33258/birle.v5i4.7328

DOI (PDF): https://doi.org/10.33258/birle.v5i4.7328.g7293

Article Metrics

Abstract view : 25 times
PDF - 6 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License