DESIGN OF MATHEMATICS AUDIOBOOKS FOR STUDENTS WITH VISUAL IMPAIRMENT AT THE SECONDARY SCHOOL

Abstract

This study aimed to identify the need for accessible audio mathematics books for students with visual impairment at the secondary school. The method of this research was mixed method. The sampling technique used in this research was purposive sampling, the sample consisted of 18 visual impairment students and 15 math teachers at the secondary school for children with visual impairment from 9 provinces in Indonesia. The method used in this research was explanatory survey. The instrument validity used was content validity. Quantitative data was analyzed using descriptive statistic technique. The results showed that mathematics Braille equipped with audio or vice versa (52.94%) with reason feel faster, more convenient. Subject to reduce the number of pages, then the audio book completeness tactual/Braille only in the form of illustrations and text are considered difficult course. Audio books are expected to be produced by the Daisy format (70.6%) with navigation full text and full audio (81.25%). The narrator could be conditioned, alternating between male and female, while the other musical equipment was presented as necessary. Most of the subjects wanted timbre narrator soft portion (75%), subjects considered most preferred medium tone frequency (100%). Media deviation is hoped can be stored on the thumb drive, hard drives and CDs (87.5%), while the most accessible media is a computer (53%). Level of difficulty 7th grade math book first semester of this when converted into audio format most difficult is the third part is the algebra (38.46%) and the level of average difficulty on all parts is 25.42%. If the book is converted into Braille format is in section 3 that the algebra (53.85%) and the difficulty level of the average on all sections is 27.21%. Article visualizations: