The Effect of Articulate Storyline 3 Media on the Ability to Distinguish Animal Habitats in the Surrounding Environment among Students with Intellectual Disabilities
Keywords:
articulate storyline, habitat hewan, tunagrahita, media interaktif, pembelajaran IPASAbstract
This study examines the effect of using Articulate Storyline 3 as a learning medium on the ability of students with intellectual disabilities to distinguish animal habitats in their surroundings. The research was motivated by the low comprehension levels of Natural and Social Sciences (IPAS) among these students, particularly in identifying various types of habitats, and by the limited availability of interactive learning media. A quantitative method with a pre-experimental onegroup pretest-posttest design was used. The subjects were seven phase B students with intellectual disabilities at SLB C Setyadarma Surakarta. Data were collected through objective tests consisting of multiple-choice and matching questions, administered before and after the intervention. The Wilcoxon Signed Rank Test produced a significance value of 0.018 (p < 0.05), indicating a significant difference between the pretest and posttest scores. The findings show that Articulate Storyline 3 has a positive impact and can serve as an effective interactive learning tool for students with intellectual disabilities.
References
Amiroh, N. (2020). Articulate Storyline 3 sebagai Media Interaktif dalam Pembelajaran. Jurnal Teknologi Pendidikan, 12(2), 1-9.
Arwanda, I., Rachmadiarti, F., & Surjono, H. D. (2020). Evaluasi Penggunaan Articulate Storyline 3 sebagai Media Pembelajaran Interaktif. Jurnal Inovasi Pendidikan, 5(1), 34–45. https://doi.org/10.57008/jjp.v2i02.179
Azzahra, A. (2024). Mengenal Tunagrahita dan Tantangannya dalam Pendidikan. Jurnal Pendidikan Khusus, 10(1), 15–24.
Caliston, J., et al. (2024). The Effectiveness of Educational Apps for Adolescents: A Pretest-Posttest Study. Journal of Special Needs Education, 6(2), 90–98.
Desiningrum, D.R. (2016). Psikologi Anak Berkebutuhan Khusus. Sleman: Pustaka Pelajar.
Faisah, N., et al. (2023). Strategi Pembelajaran untuk Anak Tunagrahita. Jurnal Pendidikan Luar Biasa, 9(2), 102–110. https://jurnal.fkip.unmul.ac.id/index.php/psnpm/article/view/2464
Firdawela, R., & Reinita, S. (2021). Implementasi Media Interaktif Menggunakan Articulate Storyline 3. Jurnal Teknologi Informasi dan Pembelajaran, 8(2), 123–130. https://doi.org/10.33369/pgsd.14.2.99-112
Indriani, R., et al. (2021). Penggunaan Aplikasi Articulate Storyline 3 dalam Meningkatkan Kualitas Pembelajaran. Jurnal Teknologi dan Pendidikan, 5(3), 178–186. https://ejournal.undiksha.ac.id/index.php/JJPBS
Roelofs, R. L., et al. (2020). Executive Functioning in Intellectual Disabilities: A Meta-Analysis. Journal of Intellectual Disability Research, 64(5), 321–335. https://doi.org/10.7334/psicothema2019.107
Spaniol, M., & Danielsson, H. (2022). A Meta-Analysis of Executive Function Components in Intellectual Disabilities. Journal of Intellectual Disability Research, 66(12), 931. https://doi.org/10.1111/jir.12911
Sugiyono. (2022). Metode Penelitian Pendidikan. Bandung: Alfabeta.
