PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ANDROID UNTUK MENINGKATKAN KEMAMPUAN MEMBACA AL-QURAN PADA SISWA TUNARUNGU KELAS V SLB B DHARMA ASIH DEPOK - Lia Apriliani, - (2023)
Siswa tunarungu mengalami hambatan dalam belajar membaca Al-Quran. Salah satu faktor penghambatnya yaitu masalah internal siswa tunarungu dalam membaca dan kurangnya ketersediaan media pembelajaran yang sesuai dengan kebutuhan siswa tunarungu. Tujuan penelitian ini yaitu mengembangkan media pembelajaran berbasis android untuk meningkatkan kemampuan membaca Al-Quran siswa tunarungu. Subjek penelitian ini yaitu dua siswa tunarungu kelas V. Penelitian ini dilakukan di SLB B Dharma Asih Depok. Metode penelitian yang digunakan yaitu mix method dengan desain sekuensial eksplorasi. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, studi dokumentasi, dan tes. Ada tiga fase yang digunakan dalam penelitian ini. Fase pertama, eksplorasi dan analisis data kualitatif terkait kondisi objektif kemampuan membaca Al-Quran bertanda baca harokat (fathah, kasrah, dammah) dan kondisi objektif penggunaan media pembelajaran oleh guru kelas V. Fase kedua membangun rancangan media pembelajaran berbasis android berdasarkan hasil fase pertama. Validasi media pembelajaran dilakukan pada tujuh orang expert judgement yang terdiri dari unsur dosen Pendidikan Khusus, Pengembang Teknologi Pembelajaran (PTP), dan guru SLB. Fase ketiga, menguji rancangan media pembelajaran dengan menggunakan Single Subject Research (SSR) desain A-B-A. Hasil penelitian ini yaitu kemampuan membaca Al-Quran siswa tunarungu masuk dalam kategori frustration level (<50%). Media pembelajaran di kelas menggunakan pias huruf yang diperoleh dari sumber internet dan poster hijaiyah yang dikeluarkan oleh Kementerian Agama. Dari keseluruhan data hasil validasi dan uji coba, prototipe media pembelajaran berbasis android yang diberi nama aplikasi TABAMA dinyatakan valid dan sangat layak untuk digunakan. Dilihat dari mean level masing-masing subjek, Aplikasi TABAMA terbukti dapat meningkatkan kemampuan mengenal huruf hijaiyah dan huruf bertanda baca fathah, kasrah, dammah. Sebelum dilakukan intervensi (baseline 1/A1), mean level subjek A yaitu 16,38% dan subjek S 17,33%. Saat intervensi (B), mean level subjek A yaitu 63,15% dan subjek S 53%. Setelah intervensi (baseline 2/A2) mean level subjek A yaitu 88,79% (stabil) dan subjek S 76,67% (stabil). Data overlap pada kedua subjek menunjukkan 0% yang bermakna bahwa intervensi dengan aplikasi TABAMA memiliki pengaruh besar terhadap pengenalan huruf hijaiyah dan huruf bertanda baca fathah, kasrah, dammah pada subjek penelitian. Bagi guru/orangtua dapat menggunakan aplikasi TABAMA untuk mendampingi siswa/anaknya belajar membaca Al-Quran tingkat dasar dengan asyik dan menyenangkan. Bagi siswa tunarungu dapat belajar membaca Al-Quran secara mandiri dimanapun dan kapanpun tanpa merasa mendapatkan tekanan dari orangtua/guru. Deaf students experience obstacles in learning to read the Qur'an. One of the inhibiting factors is the internal problems of deaf students with reading and the lack of availability of learning media that suit the needs of deaf students. The purpose of this research is to develop learning media based on Android to improve the ability of deaf students to read the Qur'an. The subjects of this study were two deaf students in class V. This research was conducted at SLB B Dharma Asih Depok. The research method used is a mixed method with an exploratory sequential design. Data collection techniques used are observation, interviews, documentation studies, and tests. There are three phases used in this research. The first phase was the exploration and analysis of qualitative data related to the objective conditions of the ability to read the Al-Quran marked with harokat (fathah, kasrah, dammah) and the objective conditions of the use of instructional media by class V teachers. The second phase builds an Android-based learning media design based on the results of the first phase. Learning media validation was carried out on seven expert judgments consisting of Special Education lecturers, Learning Technology Developers (PTP), and SLB teachers. The third phase is testing the design of instructional media using the Single Subject Research (SSR) A-B-A design. The results of this study show that the ability to read the Qur'an for deaf students is included in the frustration level category (<50%). Learning media in class include letter markers obtained from internet sources and hijaiyah posters issued by the Ministry of Religion. From all the validation and trial data results, the prototype of Android-based learning media called the TABAMA application was declared valid and very feasible to use. Judging from the mean level of each subject, the TABAMA application is proven to be able to improve the ability to recognize hijaiyah letters and letters marked fathah, kasrah, and dammah. Prior to the intervention (baseline 1/A1), the mean level of subject A was 16.38% and subject S was 17.33%. During the intervention (B), the mean level of subject A was 63.15% and subject S was 53%. After the intervention (baseline 2/A2), the mean level of subject A was 88.79% (stable) and subject S was 76.67% (stable). Data overlap in the two subjects showed 0%, which means that the intervention with the TABAMA application had a major influence on the recognition of hijaiyah letters and letters marked fathah, kasrah, and dammah in the research subjects. Teachers and parents can use the TABAMA application to accompany their students or children as they learn to read the Quran at a basic level in a fun and enjoyable way. Deaf students can learn to read the Qur'an independently anywhere and anytime without feeling pressure from their parents or teachers.