DEVELOPING INTERACTIVE VIDEOS FOR FACILITATING READ-ING ACTIVITY IN AN INCLUSIVE CLASS AT THE FOURTH GRADE OF SDN 2 BENGKALA
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Abstract
This study aims to develop interactive videos as multimodal learning materials for teaching English to fourth-grade students in an inclusive classroom at SD N 2 Bengkala. Using the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research enhances reading interest and comprehension among deaf-mute and regular students through sign language integration, visual aids, and interactive exercises. Needs analysis revealed that inclusive students require visually engaging, adaptive materials. The videos align with the Merdeka Curriculum, featuring clear visuals, structured narration based on Pancasila values, and inclusive learning support. Instruments used include interview guides, researcher journals, development progress sheets, expert judgments, and practicality questionnaires. Expert validation showed high scores: 4.625 (content expert) and 4.75 (media expert), categorized as very good. Practicality tests scored 4.3 (students) and 4.75 (teachers), indicating high effectiveness. Results show that interactive videos improve accessibility, engagement, and reading comprehension for students with special needs. Challenges include limited technology access and the need for teacher training. The study concludes that multimodal learning significantly benefits inclusive education and recommends further research on scalability and long-term impact.
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References
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Boscolo, P., Ariasi, N., Del Favero, L., & Ballarin, C. (2011). Interest in an ex-pository text: How does it flow from reading to writing? Learning and In-Struction, 21(3), 467–480. https://doi.org/10.1016/j.learninstruc.2010.07.009
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Astuti, F. N., Suranto, S., & Masykuri, M. (2020). The appropriateness of devel-oping the media: Experts’ validation and students’ response of learning me-dia based on augmented reality technology for natural science lesson. Jour-Nal of Physics. https://doi.org/10.1088/1742-6596/1567/4/042023
Bintoro, S., Suryana, D., & Hidayat, A. (2023). The teacher strategies in teaching sign language for deaf students in inclusive classroom. Cogent Education, 10(1).
Boscolo, P., Ariasi, N., Del Favero, L., & Ballarin, C. (2011). Interest in an ex-pository text: How does it flow from reading to writing? Learning and In-Struction, 21(3), 467–480. https://doi.org/10.1016/j.learninstruc.2010.07.009
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Chau, P., & Hu, P. (2001). Information Technology Acceptance by Individual Profes-sionals: A Model of Comparison Approach. Decision Sciences, 32(4), 699–719.
Chau, P. Y. (1996). An Empirical Assessment of a Modified Technology Ac-ceptance Model. Journal of Management Information Systems, 13(2), 185–204.
Chau, P. Y. K. (1996). An Empirical Assessment of a Modified Technology Acceptance Model. Journal of Management Information Systems, 13(2), 185–204.
Cheung, M. F. (2023). The Mediating Role of Perceived Organizational Support in The Effect of Interpersonal and Informational Justice on Organizational Citizenship Be-havior. Leadership & Organization Development Journal, 13(6), 551–572.
Dahlan, M. M., Abdul Halim, N. S., Kamarudin, N. S., & Zuraine Ahmad, F. S. (2023). Exploring interactive video learning: Techniques, applications, and pedagogical in-sights. International Journal of Advanced and Applied Sci-Ences, 10(12), 220–230. https://doi.org/10.21833/ijaas.2023.12.024
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Din, M. (2020). Evaluating university students’ critical thinking ability as re-flected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627. https://doi.org/10.1016/j.tsc.2020.100627
Encabo-Fernández, E., Albarracín-Vivo, D., & Jerez-Martínez, I. (2023). Evalua-tive research on the critical thinking of primary school students. Interna-Tional Journal of Educational Research Open, 4, 100249. https://doi.org/10.1016/j.ijedro.2023.100249
Enu-Kwesi, F., & Opoku, M. O. (2020). Relevance of the technology acceptance model (TAM) in information management research: a review of selected empirical evi-dence. Pressacademia, 7(1), 34–44. https://doi.org/10.17261/pressacademia.2020.1186
Ervasti, M., & Helaakoski, H. (2010). Case study of application-based mobile service acceptance and development in Finland. Int. J. Information Tech-nology and Man-agement, 9(3), 243-259.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
Gregory, R. J. (2015a). Psychological Testing History, Principles, and Applications. Pearson Education Inc.
Gregory, R. J. (2015b). Psychological Testing History, Principles, and Applications. Pearson Education Inc.
Habók, A., Oo, T. Z., & Magyar, A. (2024). The effect of reading strategy use on online reading comprehension. Heliyon, 10(2), e24281. https://doi.org/10.1016/j.heliyon.2024.e24281
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Comput-ers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
H.Douglas Brown. (2000). [H._Douglas_Brown]_Teaching_by_Principles,_Second_(BookFi.org).pdf. In Teaching by Principles An Interactive Approach to Language Pedagogy (p. 491).
Hennessy, S., D’Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Edu-cation Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Hidayati, D. (2019). Improving Speaking Skill Through Videos for Junior High School Students. Dialectical Literature and Educational Journal, 4(1), 37–41. Howerton-Fox, A., & Falk. J. L, 9(2). https://doi.org/10.51714/dlejpancasakti.v4i1.8.pp.37-41
Ji-Won Moon, Y. K. (2001). Extending the TAM for a World-Wide-Web con-text. In-formation & Management, . Information & Management, 38, 217–230.
Kasmiri, U. A., Riyanti, D., & Fitriarti, U. M. V. N. (2023). Enhancing Students’ Read-ing Comprehension through the Implementation of TAR (Text Around The Room) Technique. Lingua Didaktika: Jurnal Bahasa Dan Pembelaja-Ran Bahasa, 17(2), 219. https://doi.org/10.24036/ld.v17i2.124079
Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. (2015). Reading Comprehension and PASS Theory. In T. C. Papadopoulos, R. K. Parrila, & J. R. Kirby (Eds.), Cognition, Intelligence, and Achievement (pp. 117–136). Academic Press. https://doi.org/10.1016/B978-0-12-410388-7.00007-5
Khasawneh, M. A. S. (2023). The use of video as media in distance learning for deaf students. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/13012
Kusuma, C. S. D. (2017). Counteract hoax through reading interest motivation. Science (ICEBESS) Proceeding. Universitas Negeri Yogyakarta-Fakultas Ekonomi, 34–35.
Lestari, H. D., Martatiyana, D. R., & U., H. (2023). Application of the Addie Model in Designing Digital Teaching Materials. Jurnal Pendidi-Kan Dan Pengajaran Guru Sekolah Dasar (JPPGuseda), 6(1), 105–109. https://doi.org/10.55215/jppguseda.v6i1.7525
Lestari, I. A. (2023). Use of Adaptive Learning Media for Students With Special Needs. Journal of Southwest Jiaotong University, 58(2), 382–387. https://doi.org/10.35741/issn.0258-2724.58.2.55
Lusiana, B., & Maryanti, R. (2020). The Effectiveness of Learning Media Used During Online Learning. Media Pendidikan, Gizi, Dan Kuliner, 9(2), 81–92. https://doi.org/10.17509/boga.v9i2.38379
Mahartika, I., Aisyah, S. N., Meisyalla, L. N., & Ilhami, A. (2023). What are the Char-acteristics of Learners and the Variations of Non-Electronic Learning Media? JPI (Jurnal Pendidikan Indonesia), 12(2), 305–316. https://doi.org/10.23887/jpiundiksha.v12i2.51325
Marmoah, S., & Poerwanti Suharno, J. I. S. (2022). Literacy culture management of el-ementary school in Indonesia. Heliyon, 8(4), e09315. https://doi.org/10.1016/j.heliyon.2022.e09315
Masitoh, S. (2021). Siti masitoh nim: 17551064.
Mayer, R. E. (2012a). Multimedia Learning. Encyclopedia of the Sciences of Learning, 41, 2372–2375. https://doi.org/10.1007/978-1-4419-1428-6_285
Mayer, R. E. (2012b). Multimedia Learning. Encyclopedia of the Sciences of Learning, 41, 2372–2375. https://doi.org/10.1007/978-1-4419-1428-6_285
Miles, M. B., & Huberman, A. M. (2014). Qualitative data analysis (illustrate). SAGE.
Mohanty, E., & Mishra, A. J. (2020). Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti. Alter, 14(2), 85–98. https://doi.org/10.1016/j.alter.2020.02.002
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing class-room time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Niswaty, R., & Arhas, S. H. (2019). The Effect of Learning Media on Progress Quality in Office Administration Program in Vocational School Negeri 1 Watampone Bone Regency. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-
Nugroho, F. A., & Lintangsari, A. P. (2022). Deaf Students’ Challenges in Learn-ing English. IJDS Indonesian Journal of Disability Studies, 9(02), 217–224. https://doi.org/10.21776/ub.ijds.2022.009.02.06
Nurkencana, W., & Sunartana, P. P. (1992). Education Evaluation. Usaha Nasional.
Puspitasari, D. (2019). English Language Teaching in Inclusive Class: a Challenge (Vol. 11, Issue 1).
Saharudin, S., Sulistyo, U., Handayani, R., Setyonegoro, A., & Prasetyoningsih, L. S. A. (2022). The Enactment of Online Learning for Special Need Stu-dents during COVID 19 Pandemic: A Case Study. Jurnal Ilmu Pendidikan, 28(1), 31. https://doi.org/10.17977/um048v28i1p31-36
Sari Puspita, L. P. A., Padmadewi, N. N., & Wahyuni, L. G. E. (2019). Instruc-tional Teaching Media to Promote Autistic Student’s Learning Engagement. Journal of Education Research and Evaluation, 3(2), 58. https://doi.org/10.23887/jere.v3i2.20975
Savita, B. (2015). IMPROVING STUDENTS’ READING COMPREHENSION OF DE-SCRIPTIVE TEXT USING SCANNING TECHNIQUE (A Classroom Action Re-search at The Eight Grade of MTs Negeri 1 Rakit in Academic Year 2013/2014). 8–27.
Simanullang, M., & Sinaga, R. T. (2019). The Effect of Applying Scanning and Skim-ming Strategy on the Students’ Reading Comprehension of Grade Eight at SMP Negeri 3 Muara in Academic Year 2017/2018. Tapanuli Journals, 1(2), 332–342.
Sugiyono. (2008). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R & D. (p. 334).
Tan, S., Zou, L., & Wijaya, T. T. (2021). Using Video Learning To Improve Students’ Mathematical Ability. Journal of Didactic Mathematics, 1(3), 117–126. https://doi.org/10.34007/jdm.v1i3.364
Taylor, S. and Todd, P. A. (1995). Assessing IT usage. MIS Quarterly, 19, 561‐570.
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