PERANCANGAN BUKU ILUSTRASI BERBASIS AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN EMOSI DASAR BAGI ANAK TUNARUNGU

Abstract

Penelitian ini mengkaji pengembangan buku ilustrasi interaktif berbasis augmented reality (AR) sebagai media pembelajaran emosi dasar bagi anak tunarungu usia 4–7 tahun. Tujuannya adalah meningkatkan pemahaman dan kemampuan mengekspresikan emosi melalui pendekatan visual interaktif. Cerita visual dalam buku dipadukan dengan teknologi AR yang menampilkan animasi bahasa isyarat BISINDO untuk mendukung pemahaman anak mengenai ekspresi emosi. Pendekatan ini memberikan stimulasi visual dan gestural sehingga memperkuat daya ingat sekaligus meningkatkan motivasi belajar. Meskipun AR telah banyak diteliti dalam konteks STEM maupun pendidikan inklusif secara umum, pemanfaatannya untuk pengenalan emosi anak tunarungu masih terbatas. Penelitian ini bertujuan mengisi kesenjangan tersebut dengan merancang, mengembangkan, dan mengevaluasi media menggunakan metode design thinking. Proses dimulai dari tahap empathize dan define untuk mengidentifikasi kebutuhan anak tunarungu serta pendamping, dilanjutkan dengan ideate, prototype cerita dan ilustrasi, hingga tahap test menggunakan pendekatan mixed methods. Data dikumpulkan melalui pre-test dan post-test kosakata emosi, observasi kualitas interaksi, serta wawancara semi-terstruktur dengan anak, orang tua, dan guru pendamping di sekolah inklusi. Hasil uji coba menunjukkan adanya peningkatan pemahaman kosakata emosi, keterlibatan tinggi terhadap fitur AR, serta penilaian positif dari guru dan orang tua mengenai manfaat edukatif dan kelayakan teknis buku.

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This study examines the development of an interactive illustration book integrated with augmented reality (AR) as a learning medium for introducing basic emotions to deaf children aged 4–7 years. The aim is to enhance their understanding and expression of emotions through interactive visual approaches. The story-based content is combined with AR technology that presents BISINDO sign language animations to support children’s comprehension of emotional expressions. This approach provides both visual and gestural stimulation, strengthening memory and increasing learning motivation. Although AR has been widely researched in STEM and general inclusive education, its application in emotional learning for young deaf children remains limited. This research seeks to address that gap by designing, developing, and evaluating the media using a design thinking framework. The process began with empathize and define stages to identify the needs of deaf children and their caregivers, followed by ideate and prototype to create stories and AR illustrations, and concluded with testing through a mixed methods approach. Data were collected through pre- and post-tests of emotional vocabulary, observations of interaction quality, and semi-structured interviews with children, parents, and teachers in inclusive schools. Trial results demonstrated improved emotional vocabulary comprehension, high engagement with AR features, and positive evaluations from teachers and parents regarding educational value and technical feasibility.