Application of Three-Dimensional Media of The Shape of The Earth's Surface for The Learning of Visually Impaired
Keywords:Three-Dimensional Media, Earth Surface, Visually Impaired
Blind students cannot use their senses properly; they can learn by relying on their senses of touch and hearing. For this reason, it is necessary to have teaching media that depend on the importance of communication or hearing to recognize material on the shape of the Earth's surface. This research aims to increase the learning interest of blind students in the fabric of the Earth's surface in social science subjects. This research method is pre-experimental, with blind students being treated with 3D media and observing their responses. The application of 3D media in the form of the Earth's surface in learning for blind children involved eight students. It was implemented in three junior high schools in East Java, Indonesia. These schools include Special Schools in Bojonegoro, Surabaya, and Sidoarjo. The results of the application of 3D media show that using 3D learning media in the form of the Earth's surface in the teaching and learning process can generate new desires and interests, generate motivation, and stimulate learning activities, even bringing psychological influences on blind students. 3D learning media can also help improve students' understanding, present data excitingly and reliably, facilitate data retention, and obtain information about the shape of the Earth's surface.
Alberts, H. C., & Niendorf, B. D. (2017). Reaching learning goals through learning on-site in Germany. Geography Teacher, 14(4), 141–154. https://doi.org/10.1080/19338341.2017.1385502.
Bundu, P. (2017). Authentic Assessment in Learning. Padang: Hayfa Press.
Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for Teaching. Rhode Island: Pearson Education. Inc, Publishings Allyn & Bacon.
Kirk, S., Gallagher, S. & Coleman, M. (2014). Educating Exceptional Children. Cengage Learning. Boston: Cengage Learning.
Levitt, S., & List, J. (2017). What Do Laboratory Experiments Measuring Social Preferences Reveal About the Real World? Journal of Economic Perspectives, 21(2), 153–174.
Lewis, S., Com, A. L., Erin, J. N., & Holbrook, M. C. (2003). Strategies Used by Visually Impaired Teachers of Students with Visual Impairments to Manage the Visual Demands of Their Professional Role. Journal of Visual Impairment & Blindness, 157–168.
Natarajan, L. (2017). Socio-spatial learning: A case study of community knowledge in participatory spatial planning. Progress in Planning, 111, 1-23. https://doi.org/10.1016/j.progress.2015.06.002.
Pradopo, S. (2017). Blind Education. N.V. Bandung: Masa Baru.
Prasetya, S. . (2018). Effect of Learning Media Variation to Increase Interest and Learning Outcomes of Geography. Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018), 212(Icei), 558–561. https://doi.org/10.2991/icei-18.2018.122.
Prasetya, S. P., Daryono, & Budiyanto, E. (2018). Media development effectiveness of geography 3d muckups. Journal of Physics: Conference Series, 953(1). https://doi.org/10.1088/1742-6596/953/1/012172.
Prasetya, S. P., Imron, A., & Riyadi. (2021). Development of Three-Dimentional Media for Bindly Student in Social Science. International Joint Conference on Arts and Humanities (IJCAH), 767–772. https://www.atlantis-press.com/proceedings/ijcah-21/125967508.
Riduwan. (2015). Methods and Techniques for Writing Thesis and Thesis. Bandung: Alfabeta.
Rutherford, D. J. (2020). A Process-Based Framework for Studying World Regional Geography. Geography Teacher, 17(4), 136–144. https://doi.org/10.1080/19338341.2020.1828134.
Sadiman, A. S. (2014). Educational Media: Definition, Development and Utilization. Jakarta: PT. Raja Grafindo Persada.
Sarahmboshi. (2018). Teaching Learners With Visual Impairment in an Inclusive Education Setting: The Cameroon Perspective. International Journal of Education and Research, 6(2), 109–118.
Setiawan, W. A. J., Adnyani, L. D. S., & Suprianti, G. A. P. (2020). Strategies in Teaching Reading To Visually Impaired Students. Jurnal Pendidikan Bahasa Inggris Undiksha, 8(2), 65. https://doi.org/10.23887/jpbi.v8i2.28663.
Sitepu, C., Azmi, Ibrahim, A., & Aziz, A. (2020). Review of human object expression images based on lowenfeld theory using crayons methodist berastagi. Gorga : Jurnal Seni Rupa, 9(1), 32–38.
Sitompul, D. R. P., & Sihombing, P. (2016a). A teaching media of using the busy bit and SDCC in displaying character string on LCD in MCU 8051 IDE. Alexandria Engineering Journal, 1–6. https://doi.org/10.1016/j.aej.2017.01.037.
Sitompul, D. R. P., & Sihombing, P. (2016b). A teaching media of using the busy bit and SDCC in displaying character string on LCD in MCU 8051 IDE. Alexandria Engineering Journal, 1–6. https://doi.org/10.1016/j.aej.2017.01.037.
Soemantri. (2006). Amazing Child Psychology. Bandung: PT Refika Aditama.
Spreitzer, G. M., McCall, M., & Mahoney, J. D. (1997). Early identification of international executive potential. Journal of Applied Psychology, 82(1), 6–29.
Sun, P. C., & Cheng, H. K. (2007). The design of instructional multimedia in e-Learning: A Media Richness Theory-based approach. Computers & Education, 49(3), 662–676.
Sunanto, J. (2015). Potensi Anak Berkelainan Penglihatan. Bandung: Departemen Pendidikan Nasional.
Tuckman, B. W. (1999). Conducting Educational Research (5th ed.). New York: Harcourt Brace College Publishers.
Wibawa, R. (2018). The effectiveness of using three dimensional media in improving objective recognition on the blind students. Jurnal Paedagogy, 5(2), 99–103.
Zebehazy, K. T., & Wilton, A. P. (2021). Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment. Journal of Visual Impairment and Blindness, 115(3), 215–227. https://doi.org/10.1177/0145482X211016918.