VISUAL AUDITORY KINESTHETIC MODEL DEVELOPMENT (VAK) BASED ON INTERACTIVE MEDIA IN ELEMENTARY SCHOOLS

Abstract

Learning difficulties  onditions characterised by obstacles in the activity of achieving a goal, so it requires more effort to overcome them. Reading difficulties are part of the learning difficulties in the academic achievement problem group. Dyslexia in general is a learning disorder in children characterized by difficulties in reading and writing. The DSM notes that the term refers to a pattern of learning difficulties characterized by problems with accurate or fluent reading, poor decoding, and poor spelling, as well as observation for at least six months of emerging learning difficulties in students. The fact that cause of dyslexia is a disturbance in the brain. Based on the results of observations and interviews in grade 3 of SD Cilubang 01 Bogor Regency, there are students who experience dyslexia. One solution is to apply visual, auditory, and kinesthetic (VAK) models based on interactive multimedia. The visual, auditory, and kinesthetic model (VAK) is a learning model that involves the senses to optimize learning. In learning, treatment is carried out for students with the initials "D" by applying the VAK model and using various applications for interactive learning to read. The aim of this research is to describe the development of an Auditory, Visual Kinesthetic (VAK) model based on interactive media. The research method used is a case study, collecting data by observation, interviews, and tests. The results showed that there was an increase in the learning outcomes of students who scored "D" in reading even though they were not very fluent or stammered. It can be concluded that the development of interactive media-based models can improve the reading skills of dyslexic students in elementary schools.

Keywords: visual auditory kinesthetic, dyslexia, elementary school,