PENGEMBANGAN MEDIA GAMIFIKASI MATCHING CARD BERBASIS INTERACTY DAN LEARNINGAPPS UNTUK MENINGKATKAN KOSAKATA ANAK TUNAGRAHITA DI SLB BAITURAHMAN BIMA
DOI:
https://doi.org/10.23969/jp.v11i02.53547Keywords:
gamification, matching cards, LearningApps, Interacty, vocabulary mastery of students with intellectual disabilitiesAbstract
This study was motivated by the low vocabulary mastery of animal and plant recognition among students with intellectual disabilities at SLB Baiturahman Bima due to the limited use of interactive learning media. The purpose of this study was to develop a gamified matching card learning media based on LearningApps and Interacty that is feasible and effective in improving vocabulary mastery among students with intellectual disabilities. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were four students with intellectual disabilities at SLB Baiturahman Bima. The feasibility of the media was assessed by two media experts and two material experts, while its effectiveness was measured through pretests and posttests analyzed using the N-Gain formula. The results showed that the developed media achieved an average validation score of 85% from media experts and 89% from material experts, both categorized as highly feasible. The implementation results indicated an improvement in students’ average scores from 55 in the pretest to 87.5 in the posttest. The N-Gain analysis produced a score of 0.7125 or 71.25%, which falls into the high category and indicates that the media is sufficiently effective. These findings demonstrate that the LearningApps and Interacty-based gamified matching card media can effectively improve the vocabulary mastery of animal and plant recognition among students with intellectual disabilities. Therefore, the developed media can serve as an engaging, interactive, and appropriate learning alternative that accommodates the learning characteristics of students with intellectual disabilities.
Downloads
References
American Association on Intellectual and Developmental Disabilities. (2021). Intellectual disability: Definition, classification, and systems of supports (12th ed.). Washington, DC: AAIDD.
Anggoro, D., & Khasanah, N. (2022). Pengaruh gamifikasi terhadap peningkatan penguasaan kosakata siswa sekolah dasar. Jurnal Teknologi Pendidikan, 14(2), 120–128.
Arifin, M., Rahman, A., & Sari, D. (2026). Penggunaan media interaktif dalam meningkatkan kemampuan pengenalan hewan dan tumbuhan pada siswa berkebutuhan khusus. Jurnal Pendidikan Khusus, 18(1), 45–56.
Ariyani, Ita Fitriati, I., & Ahyar. (2024). Perancangan aplikasi pengenalan hewan berbasis Android untuk anak tunagrahita di SLBN 1 Bima menggunakan MIT App Inventor. DECODE: Jurnal Pendidikan Teknologi Informasi, 4(2), 478–488.
Arsyad, A. (2021). Media pembelajaran (edisi revisi). Jakarta: Rajawali Pers.
Branch, R. M. (2020). Instructional design: The ADDIE approach. New York, NY: Springer.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2020). From game design elements to gamefulness: Defining gamification. Proceedings of the International Academic MindTrek Conference, 9–15.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2022). Exceptional learners: An introduction to special education (15th ed.). Boston, MA: Pearson.
Hamari, J., Koivisto, J., & Sarsa, H. (2021). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034.
Hanifah, N. (2022). Pemanfaatan LearningApps sebagai media pembelajaran interaktif di sekolah dasar. Jurnal Inovasi Pendidikan, 7(1), 55–63.
Hidayat, A., & Nurhasanah, S. (2023). Pengembangan media pembelajaran berbasis web untuk meningkatkan motivasi belajar siswa. Jurnal Teknologi Pendidikan Indonesia, 15(2), 88–97.
Kusumawardani, R., & Mahdi, M. (2024). Efektivitas media visual dalam pembelajaran pengenalan hewan bagi siswa berkebutuhan khusus. Jurnal Pendidikan Inklusif, 9(1), 34–42.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). New York, NY: Cambridge University Press.
Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40–42.
Mulyani, S. (2022). Efektivitas media matching card terhadap peningkatan kosakata siswa tunagrahita. Jurnal Pendidikan Luar Biasa, 16(2), 101–110.
Nation, I. S. P. (2020). Learning vocabulary in another language (3rd ed.). Cambridge: Cambridge University Press.
Paivio, A. (2020). Mind and its evolution: A dual coding theoretical approach. New York, NY: Psychology Press.
Putri, A., & Hadi, S. (2022). Pengembangan media pembelajaran berbasis Interacty untuk meningkatkan keterlibatan siswa. Jurnal Pendidikan Digital, 5(2), 77–86.
Rahma, N., & Yuliana, D. (2021). Strategi pembelajaran kosakata bagi anak tunagrahita melalui media visual. Jurnal Pendidikan Khusus Indonesia, 6(1), 15–24.
Sugiyono. (2022). Metode penelitian dan pengembangan (Research and Development/R&D). Bandung: Alfabeta.
Sunardi, & Yusuf, M. (2021). Pendidikan anak berkebutuhan khusus. Bandung: Remaja Rosdakarya.
Utami, R., & Wijaya, A. (2023). Efektivitas media gamifikasi dalam meningkatkan hasil belajar siswa tunagrahita. Jurnal Pendidikan Inklusif, 10(2), 65–74.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
