Transforming Inclusive Mathematics Pedagogy: Reconstructing Adaptive Fraction Learning Design through Design Research for Students with Special Needs
DOI:
https://doi.org/10.31851/indiktika.v8i1.21143Keywords:
Learning Design, Fraction, Blind Students, Deaf StudentsAbstract
Inclusive education is a civilizational promise that guarantees the fundamental right of every individual to access knowledge without discrimination. This research focuses on developing an adaptive mathematics learning design for visually impaired and hearing-impaired students to strengthen numeracy literacy in fraction materials. The primary issue addressed is the low cognitive access of students with special needs toward visual and verbal instructions. This study was conducted using a design research method, specifically the validation study type. The research activities were carried out in three stages: the preparing for the experiment phase, the teaching experiment phase, and the retrospective analysis phase. Data collection techniques included observation, interviews, and documentation. The focus of this article refers to the forms of learning media used, the scaffolding required in learning activities, and other effective forms of assistance to aid student understanding. The results emphasize the effectiveness of assistance through the provision of visual illustrations using Augmented Reality (AR) technology for hearing-impaired students, as well as audiobooks and 3D tactile media for visually impaired students. The key findings indicate that interventions through "Activity 0" and the pacing compensatory principle are crucial in bridging sensory barriers.
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Copyright (c) 2025 Agustiany Dumeva Putri, Riza Agustiani, Atika Zahra, Meily Agustin, Annisa Auliyah, Nela Salsabila, Muthi Hanifah
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