Digital Transformation in Learning IPAS Based on the TPACK Approach for Students with Disabilities in Elementary Schools
DOI:
https://doi.org/10.51614/albanin.v3i2.607Abstract
Students with disabilities, such as deaf and verbally hyperactive students, have difficulty filtering valid information. Thus, digital literacy in deaf and verbally hyperactive students through the TPACK approach is a solution to this problem. This study aims to describe the digital transformation in IPAS learning based on the TPACK approach for students with disabilities in elementary schools. This study uses a qualitative descriptive method with data collection techniques: observation, interviews, and documentation. The results show that the application of the TPACK approach in IPAS learning at Giwangan Public Elementary School in Yogyakarta effectively improves the quality of learning, especially for deaf and verbally hyperactive students. The integration of technology, pedagogy, and content creates an engaging and relevant learning experience and improves student learning outcomes. However, improvements in technological infrastructure, teacher training, and more personalized learning strategies are needed for more optimal results. The results of this study are expected to contribute to the development of more effective and inclusive technology. This can also be a reference for educators who use the TPACK approach to improve digital literacy.
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