Needs Analysis of Augmented Reality-Based Learning Media to Support Understanding of Wudu Movements among Students with Intellectual Disabilities

Nelly Nelly; Mega Iswari; Damri Damri; Rahmahtrisilvia Rahmahtrisilvia

doi:10.17977/um005v10i12026p223-231

Authors

Nelly Nelly Universitas Negeri Padang, Padang, Indonesia
Mega Iswari Universitas Negeri Padang, Padang, Indonesia
Damri Damri Universitas Negeri Padang, Padang, Indonesia
Rahmahtrisilvia Rahmahtrisilvia Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.17977/um005v10i12026p223-231

Keywords:

augmented reality, intellectual disability, Islamic religious education, learning media, inclusive education

Abstract

Understanding procedural worship practices such as wudu remains a significant challenge for students with intellectual disabilities due to limitations in memory retention, sequential processing, and abstract comprehension. This study aims to analyze the need for Augmented Reality (AR)-based learning media to support students’ understanding of wudu movements in special education settings. A mixed-methods exploratory sequential design was employed involving classroom observations, semi-structured interviews, and questionnaire surveys. The participants consisted of 12 students with intellectual disabilities, 3 Islamic education teachers, and 12 parents at SLBN Pinang Merah selected through purposive sampling. The findings indicate that existing instructional practices relying on demonstrations and static visual media have not adequately supported students’ procedural understanding and independent learning. Both qualitative and quantitative results reveal strong demand for interactive, visually structured, and repeatable learning media integrating three-dimensional visualization and simplified instructional guidance. Teachers demonstrated positive readiness toward AR integration, although considerations related to student cognitive diversity and technological accessibility remain important. These findings highlight the importance of user-centered needs analysis as a foundational stage in developing adaptive AR learning media tailored to religious instruction for students with intellectual disabilities. Future studies are recommended to develop and empirically evaluate AR prototypes in real classroom implementation.

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