Innovation Augmented Reality-based Culturally Charged Mathematics Teaching Materials for Students with Physical Disabilities
DOI:
https://doi.org/10.63931/ijchr.v7iSI3.534Keywords:
Augmented Reality, Culture, Mathematics Teaching Materials, Physical DisabilitiesAbstract
Students with disabilities need to receive a lot of attention in learning mathematics in a contextual and renewable way. Therefore, this study aims to develop culturally charged mathematics teaching materials based on Augmented Reality (AR) specifically for students with disabilities. Development was carried out using the Four-D (Define, Design, Develop, and Disseminate) model, which focuses on inclusive and contextual learning needs. Participants include teachers, prospective teachers, subject matter experts, media experts, and inclusion schools. The study's results showed that at the definition stage, teachers with disabilities strongly agreed with the innovation of culturally charged mathematics teaching materials based on augmented Reality. In the design stage, we prepare flowcharts and storyboards and design disability-friendly AR interfaces and interactions. In the development stage, a prototype of teaching materials is produced that is validated by material and media experts with a high level of validity. The product was introduced to inclusion teachers, education volunteers, and prospective teachers in several regions at the dissemination stage. This study concludes that culturally charged mathematics teaching materials based on augmented Reality are very feasible to develop and use by students with disabilities in mathematics learning.
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