Opportunity to Provide Augmented Reality Media for the Intervention of Communication, Perception, Sound, and Rhythm for Deaf Learners Based on Cultural Context
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| Title: | Opportunity to Provide Augmented Reality Media for the Intervention of Communication, Perception, Sound, and Rhythm for Deaf Learners Based on Cultural Context |
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| Language: | English |
| Authors: | Subagya, Arsy Anggrellanggi, Erma Kumala Sari, Priyono |
| Source: | Pegem Journal of Education and Instruction. 2023 13(4):158-163. |
| Availability: | Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Deafness, Students with Disabilities, Cultural Relevance, Computer Simulation, Special Schools, Acoustics, Interpersonal Communication, Music, Tactual Perception, Educational Technology, Auditory Perception |
| ISSN: | 2146-0655 2148-239X |
| Abstract: | The development of communication, perception, sound, and rhythm (DCPSR) is a learning subject that provides stimulation, and intervention for the appreciation of sound which is done intentionally or unintentionally so that the remnants of hearing and the feeling of vibration possessed by students with hearing impairment can be used as well as possible. This study aims to describe the current conditions for the implementation of DCPSR special schools and the need for Augmented Reality (AR)-based DCPSR media. Data was collected by distributing questionnaires through a google form by accidental sampling 131 special education teachers in Indonesia and focused group focus (FGD). Instrument validity uses content validity and reliability uses interrater reliability. The data analysis technique used the descriptive-qualitative analysis method. The results showed that 18.32% of teachers did not even understand the concept of DCPSR, ??while 72.51% of teachers thought that DCPSR needed to be taught. Schools still use conventional media (54.2%), and 99.24% of teachers feel the need and need innovative DCPSR media in the form of AR-based media, especially in communication material (oral motor) 34.45%, as well as sound and rhythm perception (detection) 46.56%. The results of the analysis show that teachers who teach the deaf need the development of AR-based DCPSR media that is easy to operate and reach, such as smartphones with additional facilities for audio, images, captions, and cues. The results of the FGD showed that prioritizing the development of this AR-based media on sound discrimination material on the essential sounds around students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409419 |
| Database: | ERIC |
| Abstract: | The development of communication, perception, sound, and rhythm (DCPSR) is a learning subject that provides stimulation, and intervention for the appreciation of sound which is done intentionally or unintentionally so that the remnants of hearing and the feeling of vibration possessed by students with hearing impairment can be used as well as possible. This study aims to describe the current conditions for the implementation of DCPSR special schools and the need for Augmented Reality (AR)-based DCPSR media. Data was collected by distributing questionnaires through a google form by accidental sampling 131 special education teachers in Indonesia and focused group focus (FGD). Instrument validity uses content validity and reliability uses interrater reliability. The data analysis technique used the descriptive-qualitative analysis method. The results showed that 18.32% of teachers did not even understand the concept of DCPSR, ??while 72.51% of teachers thought that DCPSR needed to be taught. Schools still use conventional media (54.2%), and 99.24% of teachers feel the need and need innovative DCPSR media in the form of AR-based media, especially in communication material (oral motor) 34.45%, as well as sound and rhythm perception (detection) 46.56%. The results of the analysis show that teachers who teach the deaf need the development of AR-based DCPSR media that is easy to operate and reach, such as smartphones with additional facilities for audio, images, captions, and cues. The results of the FGD showed that prioritizing the development of this AR-based media on sound discrimination material on the essential sounds around students. |
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| ISSN: | 2146-0655 2148-239X |
