Penerapan Model Experiential Learning berbantuan Media Visual Interaktif pada Pembelajaran Pengurangan dengan Teknik Meminjam bagi Peserta Didik dengan Hambatan Pendengaran

Abstract

This study aims to examine the application of the Experiential Learning model assisted by interactive visual media based on number cubes in subtraction learning with borrowing techniques for students with hearing impairments. This study used a qualitative approach with a descriptive exploratory design implemented at SLBN Karimun, involving six fourth-grade students with hearing impairments who were selected purposively. Data were collected through observation, interviews, documentation, and practice tests, then analyzed using the Miles and Huberman interactive model which includes data reduction, data presentation, and conclusion drawing. The results showed that the four stages of Experiential Learning, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation, effectively facilitated the shift in students' understanding from the procedural to the conceptual stage. Students progressively demonstrated an understanding that one tens can be broken down into ten units as the basis for the borrowing process. This was reflected in the increase in students' average scores from 41.7 in the pre-intervention test, to 72.2 during media-assisted learning, and reaching 85.8 in the independent test without media. These findings indicate that integrating the Experiential Learning model with concrete visual representations is an effective and meaningful learning strategy for students with hearing impairments.