Abstract
Mathematics learning objectives for deaf students are not different from normal students, but their learning approach is not the same. Learning materials for deaf students should be made simple and equipped with multi representation. With the development of ICT, multi representation has become easy and inexpensive. Therefore, the purpose of this study was to develop an interactive digital book with a multi representation approach for deaf students. This study was carried out using 3 initial stages of 4-D research and development design (define, design, develop, and disseminate). Media feasibility is determined based on the results of expert validation, practicality test, and a passing grade. The average score of book validation by the material expert was 2.92 (97.3%), learning design expert was 2.97 (99%), media expert was 2.99 (99.7%), and language expert was 2.78 (92.7%), so it can be said that the book met the validity criteria. The average score of the practicality test by students was 4.24 (84.8%) and teachers were 4.35 (87%), so it can be said that the book met the practicality criteria. The average passing grade was 83.34%, so the book met the effectiveness criteria. By meeting validity, practicality, and effectiveness criteria, it can be concluded that the digital book met the feasibility criteria as mathematical learning materials for VII-grade deaf students.
Highlights
Mathematical learning for deaf students has the same objectives as mathematical learning for normal students, namely to equip students to think systematically, logically, analytically, creatively, critically and capable to collaborate
The results indicated that the digital book was effective in improving the learning outcomes of deaf students
The developed interactive digital mathematics book with multi representation approach met feasibility criteria based on validity, practicality, and effectiveness criteria
Summary
Mathematical learning for deaf students has the same objectives as mathematical learning for normal students, namely to equip students to think systematically, logically, analytically, creatively, critically and capable to collaborate. The mathematical learning outcome of deaf students is still very low [1]. This is stated by [2] that several studies indicated low learning performance of deaf students when compared to normal students. Learning difficulties for students include weakness in absorbing information [4], [5],[6] limitations in interacting with teachers or other students [7], [8] low motivation to learn because they are uncomfortable and frustrated in expressing ideas or questions [9], [10]
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