Abstract
The objectives of this study are: (1) Realizing the effectiveness of Geometry Braille Comics in improving the geometry ability of blind students. (2) Make Geometry Braille Comics an interesting learning module for visually impaired students. (3) Support the sustainability of the Geometry Braille Comics learning module in extraordinary schools. The method used in this study is research and development, this method is used to produce innovative learning media for geometry braille comics. The steps for developing learning media with the ADDIE model that consists of 5 stages, including: (1) analysis stage, (2) design stage, (3) the development phase, (4) the implementation phase, and (5) the evaluation phase. The data collection techniques use the literature study and questionnaire method. This study used descriptive qualitative data analysis. Furthermore, a feasibility analysis was carried out to find out whether the material in braille comics made was in accordance with the needs of visually impaired students. The result showed that 90% of respondent said strongly agree and 10% agree with the innovative aspect of Braille Comic. Then, 85% of respondent said strongly agree and 15% agree with the usability aspect of Braille Comic. The Braille Comic has a benefit in developing blind student’s geometry skill, an innovation in mathematic learning product, and social aspect such as employ people for the development of this braille comic. Therefore this braille comic can be an innovative product to develop blind student’s geometry skills in Indonesia.
Keywords: Braille, Comic, Mathematic, Education
1. Introduction
1.1 Research Background
Mathematics is one of the compulsory lessons taught at every level of school. Mathematics is a very important tool learned by students, mathematics is used to solve problems in science and everyday life, mathematics can also help students to think creatively and critically and be able to understand the world [1]. One of the branches of mathematics that has been the subject matter since elementary school is geometry. The learning of mathematics in the field of geometry at the level of basic education usually begins in a simple way, that is, from concrete to abstract, from intuitive to analytical, from exploration to mastery over a sufficiently long period of time, as well as from the simplest to the highest stages. Geometry skills are one of the basic mathematical abilities that are important to learn. The geometry provides the foundation for the development of mind and knowledge. It plays a vital role in everyday life to identify shapes and understand the material used in routine life [2].
The many skills acquired after studying geometry, make the topic of geometry exist and continue to be developed in a variety of teaching materials and interesting learning media in order to achieve the expected competencies. However, differences in students; abilities can affect the level of speed of understanding of the topic being studied, coupled with those who are born with an irreversible limitation.
Students with visual impairments are among the students who have limitations. The visually impaired are idiots who have only less than 0.3 (60/200) acuity in vision or individuals who have a degree of abnormalities in vision function, the individual is someone who has great difficulty in reading writings and illustrations even though in reading activities have used reading tools, for example magnifying lenses [3]. They are unable to use or are visually impaired, so there is often a lot of misperceptions among the public. If you look at the media and props available for the learning of blind children, the condition is very concerning, because there are not many of them and even then sometimes they cannot be used by visually impaired children, this is because, among others, in their manufacture they do not pay attention to the obstacles that exist in blind children [4]. Thus, it is very natural that the learning achievement of blind children in mathematics subjects tends to be low compared to other fields.
Blind people need special attention and service without distinguishing them from other normal humans. When studying mathematics, the thing that must be considered is the possibility of misperceptions when studying mathematics. Visually impaired children tend to have difficulty in learning to classify objects on the basis of one prominent characteristic or certain criteria related to shape, breadth/depth, or recognizing colors can even be done at all. The process of receiving information of visually impaired people is only obtained through other senses (other than the eyes) due to the limitations or inadequacies they have. Another obstacle encountered by visually impaired students when they learn mathematics is that the active role of the visual senses is needed to receive a lot of mathematical material so that concrete media is needed that can help replace their visual role [5].
Based on this, there is a need for a learning medium that focuses on their other senses, namely their sense of touch. One way that can be done is the use of numbers and braille letters so that students can understand the material well. Braille is an effective medium for mutual communication for the visually impaired. Braille letters were developed by Louis Braille who came from France in 1834 [6].
The various difficulties experienced by the visually impaired in learning geometry do not hinder them from continuing to learn and make them unworthy of learning geometry concepts as students can see [7]. The way that can be done to overcome these difficulties is to use suitable and effective learning media. The use of learning media can indirectly affect the enthusiasm and interest of students in following learning activities. The interest and enthusiasm of students in the learning process is expected to improve the quality of learning so that the results obtained are as expected [8]. Various media can be applied in mathematics learning, one of which is the use of comic media. Today educators are beginning to realize the power of comic media by using them as a learning medium. Wright Sherman argue that comics have a certain appeal in school-age children, because in general students feel comfortable in combining information in the form of visuals and texts present in comics [9].
Comic media can be used as one of the learning media in education if the comic media is designed according to student needs and adapted to the material to be delivered, for example in Mathematics learning [10]. Mathematics teaching materials should be able to change the abstract nature of mathematics to be more real and easily understood by students [11]. The presentation of mathematics lesson materials in the form of comic learning media can help blind people understand the material to be taught. Comics have a simple, clear and easy-to-understand nature so that they become an informative and educational medium [12]. With the guidance of the teacher, comics can function in fostering interest in reading according to the level of thinking of students, which in turn can increase motivation and achievement in learning mathematics [13].
Comics can be used as a learning medium. In the journal he wrote, mathematics learning using the medium of learning comics, provides evidence effectively to increase the motivation that students have and and achievements towards the material studied [14]. In addition, comic media has a positive influence on students learning motivatior and reading skills [11]. The similarity between the two journals is that both use comic media as a medium to increase student motivation, but do not see the use of comic media in helping students understand learning materials. Based on the description that has been presented, further research is carried out which aims to find out the use of comics in mathematics learning whether it helps students in learning and understanding difficult concepts. This research was also conducted to see whether learning using comics does not make students feel more difficult in learning Mathematics because the material will be transformed into a conversational form.
4. Conclusion
The braille comic uses the comic based on braille as a media to develop blind student’s geometry skill. Geometry skills are one of the basic mathematical abilities that are important to learn. Learning geometry provides many basic skills and helps build logic thinking skills to the students who learn it. Braille comic can help blind student to learn about geometry more effective. As for Braille Comic Making process there are 7 step, that is braille comic design, convert to braille comic, printing, preparing the page, makes the other object, binding process, and quality check. Based on questionnaire that have been conducted, the results are 90% of respondent said strongly agree, 10% agree, and no one said disagree or strongly disagree with the innovative aspect of Braille Comic. Then, 85% of respondent said strongly agree, 15% agree, and no one said disagree or strongly disagree with the usability aspect of Braille Comic. The Braille Comic has a benefit in developing blind student’s geometry skill, an innovation in mathematic learning product, and social aspect such as employ people for the development of this braille comic. This will make Braille Comic as an innovative product that has so many advantages. Therefore this braille comic can be an innovative product to develop blind student’s geometry skills in Indonesia.
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