Implementing the Experiential Learning Approach through the Accessible Bagong Smart Website for Javanese Script Learning among Visually Impaired Students
Authors
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Muhamad Taufiqi
Universitas Negeri Semarang
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Nur Hanifah Insani
Universitas Negeri Semarang
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Mujimin
Universitas Negeri Semarang
DOI:
https://doi.org/10.36312/jolls.v6i3.5131Keywords:
Experiential learning, Bagong Smart, Javanese script, Visually impaired students, Inclusive educationAbstract
Javanese script instruction in inclusive education continues to face challenges, particularly for visually impaired students who primarily learn through braille transliteration without understanding the visual structure of Javanese characters. This condition creates a gap between symbolic mastery and conceptual understanding of the script. This study aimed to describe the implementation of the Experiential Learning approach through the accessible Bagong Smart website in teaching Javanese script literacy to six purposively selected visually impaired students representing elementary, junior high, and senior high school levels at a state special school in Semarang. The learning activities focused on the letters ra and ha, represented using the Mbata Sarimbag style. A qualitative descriptive case study design was employed. The learning implementation was conducted across three 60-minute sessions. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate progressive changes in students' engagement, accuracy in following letter-stroke sequences, ability to construct Javanese script characters based on horizontal and vertical linear patterns, and learning independence throughout the three learning sessions. These findings suggest that implementing the Experiential Learning approach through the accessible Bagong Smart website supported the development of students' conceptual and kinesthetic understanding of Javanese script structures within the context of this qualitative case study. The study further indicates that accessible audio-guided learning integrated with kinesthetic activities has the potential to complement braille-based instruction and support regional-script literacy for visually impaired students in special education settings.
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