Development of Mnemonic-Based Busybook Media to Enhance Number Concept Understanding Among Deaf Primary School Students

Yunita Fitri Riadiyani; Sumarno; Joko Sulianto

doi:10.17977/um005v10i12026p53-70

Authors

Yunita Fitri Riadiyani Universitas Persatuan Guru Republik Indonesia Semarang
Sumarno Universitas Persatuan Guru Republik Indonesia Semarang https://orcid.org/0000-0002-2354-9691
Joko Sulianto Universitas Persatuan Guru Republik Indonesia Semarang https://orcid.org/0000-0002-9205-4334

DOI:

https://doi.org/10.17977/um005v10i12026p53-70

Keywords:

busybook, mnemonic strategy, number concept, deaf students, inclusive education, learning media development

Abstract

This study aims to develop a Busybook learning media based on mnemonic strategies to enhance the understanding of number concepts among deaf students in primary schools. The research employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) combined with a Single Subject Research (SSR) design to test the effectiveness of the product. Data were collected through expert validation, teacher practicality assessments, and student learning performance tests. The results show that the developed Busybook achieved a validity score of 97.8%, categorized as very valid, indicating excellent content and design quality. The practicality level reached 92.5%, suggesting that the media is easy to use, efficient, and adaptable for inclusive classroom settings. The effectiveness test revealed a significant improvement in students’ number comprehension, with a Percentage of Non-Overlapping Data (PND) of 95.3%, classified as highly effective. The integration of visual, kinesthetic, and mnemonic strategies successfully strengthened memory retention and concept understanding among deaf learners. This study’s novelty lies in combining tactile Busybook media with visual mnemonic techniques, providing a concrete, multisensory learning experience suitable for inclusive education contexts.

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