Developing Constructivism-Based Multimedia E-Module for Adaptive Physical Education of Deaf Student

Lela Santika; Nur Azizah; Bayu Pamungkas

doi:10.31599/2cx9wk70

Authors

Lela Santika Universitas Negeri Yogyakarta, Indonesia
Nur Azizah Universitas Negeri Yogyakarta, Indonesia
Bayu Pamungkas Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.31599/2cx9wk70

Keywords:

adaptive physical education, constructivism, deaf students, e-module, multimedia learning

Abstract

Adaptive physical education for deaf students in Indonesian special schools still relies on verbal instruction and printed materials that poorly match these learners' visual characteristics. This study developed and tested the feasibility, practicality, and effectiveness of a multimedia-based adaptive physical education e-module grounded in a constructivist approach. A research and development design with the 4D model (define, design, develop, limited disseminate) was applied, involving 52 deaf students in grades VII–VIII and four teachers across four special schools in Medan, three expert validators, and a one-group pretest-posttest effectiveness test. Expert validation averaged 92.53% (very valid): 93.60% content, 92.00% media, and 92.00% special education. The small-group trial yielded practicality ratings of 91.00% from students and 88.75% from teachers (very practical). In the large-group trial, understanding of adaptive movement increased from a pretest mean of 52.35 to 78.65, with an N-Gain of 0.552 (moderate), t(51) = 27.641, p < 0.001, and Cohen's d = 3.37; motivation rose by 34.72% and engagement from 58.30% to 87.50%. As the first e-module integrating sign-language-embedded multimedia, three-level constructivist scaffolding, and comprehensive adaptive physical education content for deaf learners, the product proved valid, practical, and effective.

Downloads

Download data is not yet available.

References

Abiatal, L. K. S., & Howard, G. R. (2020). Constructivism-led assistive technology: An experiment at a Namibian special primary school. South African Journal of Childhood Education, 10(1), Article a794. https://doi.org/10.4102/sajce.v10i1.794

Akay, E. (2021). The use of audio-visual materials in the education of students with hearing loss. International Education Studies, 14(7), 1–15. https://doi.org/10.5539/ies.v14n7p1

Al-Fannah, N. M., Sahari, A. S., & Al-Aidaros, K. M. (2022). Effect of video tutorial delivery method on D/HH students' content comprehension. Frontiers in Psychology, 13, Article 872946. https://doi.org/10.3389/fpsyg.2022.872946

Almaas, A. F., Paidi, Mualimin, & Prakarsa, T. B. P. (2025). Research trends e-module development in SINTA indexed Indonesian journal of biology education 2: A literature review. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 326–335. https://doi.org/10.22219/jpbi.v11i1.39502

Andriyani, R., Buliali, J. L., & Sarwosri. (2021). Development of TISERA application: Active and healthy hearing-impaired student movement for physical education learning. Tegar: Journal of Teaching Physical Education in Elementary School, 4(2), 45–58. https://doi.org/10.15294/tegar.v4i2.45892

Badiah, L. I., & Kurniawan, A. (2025). Development of interactive multimedia modules to support inclusive education in the learning planning for children with special needs course. Dimensi, 13(1), 122–133. https://doi.org/10.24269/dpp.v13i1.10852

Berrezueta-Guzman, S., Daya, R., & Wagner, S. (2025). Virtual reality in sign language education: Opportunities, challenges, and the road ahead. Frontiers in Virtual Reality, 6, Article 1625910. https://doi.org/10.3389/frvir.2025.1625910

Bertills, K., & Björk, M. (2024). Facilitating regular physical education for students with disability—PE teachers' views. Frontiers in Sports and Active Living, 6, Article 1400192. https://doi.org/10.3389/fspor.2024.1400192

Calamlam, J. M. M. (2021). The development of 21st-century e-learning module assessment tool. Journal of Educational Technology & Society, 24(2), 180–195.

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Erianti, E., Pitnawati, Astuti, Y., Zulbahri, Damrah, & Sari, D. N. (2022). The a-practicum module development of adaptive physical education courses. Linguistics and Culture Review, 6(S2), 450–464. https://doi.org/10.21744/lingcure.v6nS2.2137

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059

Gandasari, M. F. (2023). Teacher's ability in applying adaptive physical education learning to children with special needs. Journal of Innovative Research, 7(4), 147–154.

Ganendra, G., Suharmanto, A., & Rahmawati, D. (2025). Development of pedagogical content learning module in economics education: Enhancing teacher competencies through self-regulated learning approach. Educational Process: International Journal, 15(1), 1–18.

Haka, N. B., Majid, E., & Pahrudin, A. (2021). Pengembangan e-modul android berbasis metakognisi sebagai media pembelajaran biologi kelas XII SMA/MA. Edu Sains: Jurnal Pendidikan Sains & Matematika, 9(1), 71–83.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hutzler, Y., Beck, H., Reichman, B., & Goral, A. (2024). Online training on inclusive physical education: Differences in self-efficacy and attitudes of pre-service PE teachers across disability and activity. European Journal of Adapted Physical Activity, 17, Article 7. https://doi.org/10.5507/euj.2024.004

Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215–239). Lawrence Erlbaum Associates.

Kalynychenko, I., Kanishcheva, I., Hrekov, D., Kysla, T., & Lohinova, L. (2021). Development of the professional-pedagogical culture of future specialists in physical culture and sports. International Journal of Human Movement and Sports Sciences, 9(4), 655–662. https://doi.org/10.13189/saj.2021.090408

Li, H., Chen, M., & Wang, S. (2025). Application of digital-intelligent technologies in physical education. Frontiers in Psychology, 16, Article 1380041. https://doi.org/10.3389/fpsyg.2025.1380041

Liu, X., Zhang, Y., & Johnson, K. (2024). Designing interactive e-modules based on differentiated instruction for primary education. Educational Technology Research and Development, 72(3), 445–468.

Luckner, J. L., Bowen, S. K., & Carter, K. (2001). Visual teaching strategies for students who are deaf or hard of hearing. Teaching Exceptional Children, 33(3), 38–44.

Manojlovic, M., Roklicer, R., Trivic, T., Milic, R., Maksimović, N., Tabakov, R., Sekulic, D., Bianco, A., & Drid, P. (2023). Effects of school-based physical activity interventions on physical fitness and cardiometabolic health in children and adolescents with disabilities: A systematic review. Frontiers in Physiology, 14, Article 1180639. https://doi.org/10.3389/fphys.2023.1180639

Mahendri, R. P., Amanda, M., & Latifah, U. (2023). Development of interactive digital book-based e-module for algorithm and basic programming course. The Journal of Hypermedia & Technology-Enhanced Learning, 2(1), 45–62.

Mayer, R. E. (Ed.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

Mokmin, N. A. M., & Rassy, R. P. (2025). Exploring the impact of virtual reality coaching on students with learning disabilities in physical education: A pilot mixed-methods study. Journal of Technology in Behavioral Science, 10(3), 637–651.

Natarajan, J., & Charles, M. A. A. (2024). Framework for developing instructional modules. IOSR Journal of Research & Method in Education, 14(6), 21–22.

Orovwode, H., Ibukun, O., & Abubakar, J. A. (2024). A machine learning-driven web application for sign language learning. Frontiers in Artificial Intelligence, 7, Article 1297347. https://doi.org/10.3389/frai.2024.1297347

Özer Şanal, S., & Erdem, M. (2023). Examination of special education with constructivism: A theoretical and review study. The European Educational Researcher, 6(1), 1–24. https://doi.org/10.31757/euer.611

Petrov, A., Ivanova, S., & Kolesnikov, D. (2025). Technology of adaptive physical education for children aged 7–9 years with autism spectrum disorder. International Journal of Evaluation and Research in Education, 14(4), 1845–1856. https://doi.org/10.11591/ijere.v14i4.33185

Podkamennyy, A., Martinez, R., & Chen, L. (2025). Learning styles and strategies of D/deaf and hard of hearing students in foreign language acquisition—a research report. Frontiers in Education, 10, Article 1553031. https://doi.org/10.3389/feduc.2025.1553031

Rehman, N. U., Aftab, M. J., & Ali, H. H. (2024). Role of technology integration in educational settings for students with hearing impairment. Pakistan Journal of Educational Research, 46(1), 87–105.

Rofiah, N. H., Rahmawati, E., & Kurniawan, D. (2023). Tantangan implementasi pendidikan inklusif bagi peserta didik berkebutuhan khusus di Indonesia. Jurnal Pendidikan Khusus, 19(2), 85–97.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sims, S., Fletcher-Wood, H., O'Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2025). Effective teacher professional development: New theory and a meta-analytic test. Review of Educational Research, 95(2), 234–267. https://doi.org/10.3102/00346543231217480

Sukriadi, S., & Arif, M. (2021). Model pembelajaran pendidikan jasmani adaptif berbasis permainan untuk anak tunagrahita ringan. Jurnal Ilmiah Sport Coaching and Education, 5(1), 12–24.

Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Indiana University.

Utami, I. S., Budi, S., & Hafid, A. (2023). Development of e-module as an instructional media for students with hearing impairments. Journal of Educational Science and Technology, 9(1), 85–92. https://doi.org/10.26858/est.v9i1.36549

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

World Health Organization. (2021). World report on hearing. World Health Organization.