Publisher

SYEKH NURJATISYEKH NURJATI

Journal Al Ibtida: Jurnal Pendidikan Guru MIAl Ibtida: Jurnal Pendidikan Guru MI Abstract

This study aims to analyze the needs for developing a semiotic-based Augmented Reality (AR) learning medium to enhance numeracy literacy among deaf students. A qualitative descriptive method was employed through open-ended questionnaires and interviews involving teachers at Sekolah Luar Biasa Negeri Branjangan, Jember Regency, Indonesia. The findings indicate that although 50% of teachers are familiar with AR technology, all participants expressed a strong need and enthusiasm for its implementation in numeracy instruction. Teachers perceived that the visual, interactive, and semiotic features of AR can transform abstract mathematical concepts into concrete and meaningful learning experiences that align with the visual learning strengths of deaf students. The study also revealed that color, animation, and three-dimensional visualization significantly enhance students attention and conceptual understanding. The integration of semiotic principles—icons, indices, and symbols—into AR design enables the representation of mathematical meaning through visual signs that are easily accessible and interpretable. This approach bridges the gap between symbolic understanding and experiential learning in mathematics. The findings highlight the significant potential of AR not only as a technological innovation but also as a semiotic learning environment that supports inclusive education for students with hearing impairments. Moreover, these results provide a theoretical and practical foundation for teacher training programs on the use of AR-based technology in special education contexts.

Conclusion

The study concludes that semiotic-based Augmented Reality (AR) holds substantial potential to enhance numeracy literacy among deaf learners by aligning instructional design with their dominant learning modalities.Teachers expressed strong enthusiasm toward the use of AR in the classroom, perceiving its visual, interactive, and semiotic features as effective in transforming abstract concepts into concrete learning experiences.The integration of semiotic principles, such as icons, indices, and symbols, was found to be crucial in representing mathematical meaning through accessible visual signs, ultimately supporting inclusive education for students with hearing impairments.

Future Research

Further research should investigate the optimal design principles for semiotic-based AR media, specifically exploring how different visual representations and interactive elements impact deaf students comprehension of mathematical concepts. Additionally, studies are needed to evaluate the effectiveness of teacher training programs designed to equip educators with the skills to effectively integrate AR into their special education classrooms. Finally, future research could explore the potential of AR to facilitate collaborative learning experiences among deaf students, fostering peer support and knowledge sharing in numeracy instruction. These investigations should consider the diverse learning needs within the deaf student population and aim to create adaptable AR resources that promote equitable access to mathematical understanding, ultimately contributing to improved educational outcomes and greater inclusivity in mathematics education.

References

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