Pengalaman Guru Menggunakan Media Digital dalam Intervensi Anak Berkebutuhan Khusus

Abstract

This study aims to explore teachers’ experiences in utilizing digital media as an intervention tool for children with special needs (ABK). A qualitative approach with a phenomenological design was employed to understand teachers’ subjective experiences in integrating digital media into intervention practices. The participants consisted of three teachers selected through purposive sampling, with the criteria of teaching in special schools (SLB) or inclusive education settings and having at least one year of experience using digital media for ABK interventions. Data were collected through in-depth interviews, non-participant observations, and documentation, then analyzed using thematic analysis. The findings revealed seven major themes: digital media as a tool to enhance ABK engagement, adaptation of digital media to children’s characteristics, challenges in implementation, teachers’ strategies for optimizing digital media use, professional competence development, the impact of digital media on ABK development, and the meaning of digital media utilization for teachers. The results indicate that digital media supports improvements in attention, motivation, communication, academic skills, independence, and social interaction. However, challenges remain, including limited facilities, internet accessibility, and teachers’ digital competencies. Teachers overcome these barriers through adaptive strategies, enabling digital media to support more effective, individualized, and inclusive interventions in special education.