MOBILE LEARNING APPLICATION FOR STUDENT AT RISK OF DYSGRAPHIA: A SINGLE CASE STUDY
Abstrak
Academic writing skills are essential for students and are developed from an early age; however, conditions like dysgraphia can hinder learning, impacting writing abilities and social relationships, which in turn affects mental health. These disabilities often lead to low self-esteem, anxiety, and frustration, ultimately influencing the quality of education received. The advent of technology in education has introduced mobile learning applications that cater to diverse learner needs, providing immediate responses and feedback while allowing students to learn at their own pace. This study aims to explore how m-learning technologies can assist students with writing disabilities through a single case involving a child, parent, and teacher. Data collection methods include direct observations, interviews, and pre- and post-intervention questionnaires, focusing on various analysis categories such as perceptions of teachers and parents, user satisfaction, student behavior, and the effectiveness of the technology used. The findings indicate that the "Marbel Menulis" mobile learning application significantly improved the writing skills of a student with dysgraphia, being described as user-friendly, enjoyable, and effective in enhancing writing abilities. The app's interactive features kept the student engaged and reduced resistance to writing tasks, while parental involvement was found to be crucial for the app's success. The study suggests that further research is needed to assess the long-term effects of such interventions. In conclusion, the "Marbel Menulis" application not only enhances writing skills but also boosts motivation and confidence among students at risk for dysgraphia, highlighting the importance of engaging content, parental involvement, and thoughtful application design in educational technology.
Referensi
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Ariffin, M., Othman, T., Aziz, N., Mehat, M., & Arshad, N. (2018). Dysgraphi coach: Mobile application for dysgraphia children in Malaysia. International Journal of Engineering and Technology(UAE), 7, 440–443. https://doi.org/10.14419/ijet.v7i4.36.23912
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35(4), 236–248.
Bagon, S., & Vodopivec, J. L. (2016). Motivation for using ICT and pupils with learning difficulties. International Journal of Emerging Technologies in Learning, 11(10). https://doi.org/https://doi.org/10.3991/ijet.v11i10.5786 S.
Barrett, F. S., Doss, M. K., Sepeda, N. D., Pekar, J. J., & Griffiths, R. R. (2020). Emotions and brain function are altered up to one month after a single high dose of psilocybin. Scientific Reports, 10(1), 2214. https://doi.org/10.1038/s41598-020-59282-y
Bhatt, P. (2020). Mobile application for dysgraphia, surface dyslexia, semantic dyslexia and dyscalculia. Journal of Emerging Technologies and Innovative Research (JETIR), 7(12), 813–815. https://api.semanticscholar.org/CorpusID:235483939
Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27.
Chung, P., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational Pediatrics, 9(Suppl 1), S46–S54. https://doi.org/10.21037/tp.2019.11.01
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/https://doi.org/10.3390/app11094111
Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about It. Teaching Exceptional Children Plus, 3(3), 1–13.
Drigas, A., & Angelidakis, P. (2017). Mobile Applications within Education: An Overview of Application Paradigms in Specific Categories. Int. J. Interact. Mob. Technol., 11, 17–29. https://doi.org/https://doi.org/10.3991/ijim.v11i4.6589 Athanasios
Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. https://doi.org/https://doi.org/10.1111/j.1469-8749.2007.00312.x
Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77–90. https://doi.org/http://dx.doi.org/10.1016/j.compedu.2012.09.014
Gargot, T., Asselborn, T., Zammouri, I., Brunelle, J., Johal, W., Dillenbourg, P., Archambault, D., Chetouani, M., Cohen, D., & Anzalone, S. M. (2021). “It is not the robot who Learns, it is me.” Treating severe dysgraphia using child–robot interaction. Frontiers in Psychiatry, 12, 1–11. https://doi.org/10.3389/fpsyt.2021.596055
Gkeka, E., & Drigas, A. (2022). Ict’s and dysgraphia. Technium Social Sciences Journal, 31, 228–240. https://techniumscience.com/index.php/socialsciences/article/view/6423
Gouraguine, S., Riad, M., Qbadou, M., & Mansouri, K. (2023). Dysgraphia detection based on convolutional neural networks and child-robot interaction. International Journal of Electrical and Computer Engineering (IJECE), 13(3), 2999–3009. https://doi.org/10.11591/ijece.v13i3
Hopcan, S., & Tokel, S. T. (2022). The views of special education teachers about a mobile writing application. Research on Education and Psychology, 6(1), 84–100.
Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Rispoli, M., Lang, R., Marschik, P. B., & Sutherland, D. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156. https://doi.org/dx.doi.org/10.1016/j.ridd.2012.07.027
Kohli, A., Sharma, S., & Padhy, S. K. (2018). Specific learning disabilities: issues that remain unanswered. Indian Journal of Psychological Medicine, 40(5), 399–405. https://doi.org/10.4103/IJPSYM.IJPSYM_86_18
Lomurno, E., Dui, L. G., Gatto, M., Bollettino, M., Matteucci, M., & Ferrante, S. (2023). Deep learning and procrustes analysis for early dysgraphia risk detection with a tablet application. Life, 13(3), 598. https://doi.org/10.3390/life13030598
Madeiraa, J., Silvaa, C., Marcelinoa, L., & Ferreiraa, P. (2015). Assistive mobile applications for dyslexia. Procedia Computer Science, 64, 417–424.
Molina-Vargas, G., Arias-Flores, H., & Jadán-Guerrero, J. (2021). Benefit of developing assistive technology for writing. Intelligent Human Systems Integration 2021: Proceedings of the 4th International Conference on Intelligent Human Systems Integration (IHSI 2021): Integrating People and Intelligent Systems, February 22-24, 2021, Palermo, Italy, 586–590.
Moreau, D., & Waldie, K. E. (2016). Developmental learning disorders: from generic interventions to individualized remediation. Frontiers in Psychology, 6, 1–8. https://doi.org/10.3389/fpsyg.2015.02053 Edited
Muktamath, V. U., Hegde, P. R., & Chand, S. (2021). Types of specific learning disability. Learning Disabilities. https://api.semanticscholar.org/CorpusID:245401668
Muthumal, S. A. D. M., Neranga, K. T., Harshanath, S. M. B., Sandeepa, V. D. R. P., Lihinikaduwa, D. N. R., & Rajapaksha, U. U. S. K. (2022). Mobile and simulation-based approach to reduce the dyslexia with children learning disabilities. 2022 IEEE 10th Region 10 Humanitarian Technology Conference (R10-HTC), 311–317. https://api.semanticscholar.org/CorpusID:253271120
Nurchaerani, M., Hartadhi, S. H. R., Alfian, A., & Sadikin, I. S. (2022). How is perseveration in dysgraphia students? A research at yayasan pantara jakarta. Pedagonal : Jurnal Ilmiah Pendidikan, 6(2), 283–291. https://doi.org/10.55215/pedagonal.v6i2.5644 ?
Pee, N. C., Sibgatullah, A. S., & Mohtaram, S. (2014). Mobile dyslexia screening test: A new approach through (multiple-deficit) model mobile game to screen developmental dyslexia children. Environment, 8(11), 14.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. In American psychologist (Vol. 55, Issue 1). American Psychological Association.
Sihwi, S. W., Fikri, K., & Aziz, A. (2019). Dysgraphia identification from handwriting with support vector machine method. Journal of Physics: Conference Series, 1201(1), 12050. https://doi.org/10.1088/1742-6596/1201/1/012050
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Williams, P., Jamali, H. R., & Nicholas, D. (2006). Using ICT with people with special education needs: what the literature tells us. Perspectives, 58(4), 330–345. https://doi.org/10.1108/00012530610687704
Zain, N. Z. M., Mahmud, M., & Hassan, A. (2013). Utilization of mobile apps among student with learning disability from Islamic perspective. 2013 5th International Conference on Information and Communication Technology for the Muslim World (ICT4M), 1–4. https://doi.org/10.1109/ICT4M.2013.6518889
Al-Mahrezi, A., Al-Futaisi, A., & Al-Mamari, W. (2016). Learning Disabilities: Opportunities and challenges in Oman. Sultan Qaboos University Medical Journal, 16(2), e129-31. https://doi.org/10.18295/squmj.2016.16.02.001
Ariffin, M., Othman, T., Aziz, N., Mehat, M., & Arshad, N. (2018). Dysgraphi coach: Mobile application for dysgraphia children in Malaysia. International Journal of Engineering and Technology(UAE), 7, 440–443. https://doi.org/10.14419/ijet.v7i4.36.23912
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of students with learning disabilities: Assistive technology knowledge, perceptions, interests, and barriers. Journal of Special Education Technology, 35(4), 236–248.
Bagon, S., & Vodopivec, J. L. (2016). Motivation for using ICT and pupils with learning difficulties. International Journal of Emerging Technologies in Learning, 11(10). https://doi.org/https://doi.org/10.3991/ijet.v11i10.5786 S.
Barrett, F. S., Doss, M. K., Sepeda, N. D., Pekar, J. J., & Griffiths, R. R. (2020). Emotions and brain function are altered up to one month after a single high dose of psilocybin. Scientific Reports, 10(1), 2214. https://doi.org/10.1038/s41598-020-59282-y
Bhatt, P. (2020). Mobile application for dysgraphia, surface dyslexia, semantic dyslexia and dyscalculia. Journal of Emerging Technologies and Innovative Research (JETIR), 7(12), 813–815. https://api.semanticscholar.org/CorpusID:235483939
Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal of Child and Adolescent Health, 8(1), 27.
Chung, P., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: definition, diagnosis, and management. Translational Pediatrics, 9(Suppl 1), S46–S54. https://doi.org/10.21037/tp.2019.11.01
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/https://doi.org/10.3390/app11094111
Crouch, A. L., & Jakubecy, J. J. (2007). Dysgraphia: How it affects a student’s performance and what can be done about It. Teaching Exceptional Children Plus, 3(3), 1–13.
Drigas, A., & Angelidakis, P. (2017). Mobile Applications within Education: An Overview of Application Paradigms in Specific Categories. Int. J. Interact. Mob. Technol., 11, 17–29. https://doi.org/https://doi.org/10.3991/ijim.v11i4.6589 Athanasios
Feder, K. P., & Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine & Child Neurology, 49(4), 312–317. https://doi.org/https://doi.org/10.1111/j.1469-8749.2007.00312.x
Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77–90. https://doi.org/http://dx.doi.org/10.1016/j.compedu.2012.09.014
Gargot, T., Asselborn, T., Zammouri, I., Brunelle, J., Johal, W., Dillenbourg, P., Archambault, D., Chetouani, M., Cohen, D., & Anzalone, S. M. (2021). “It is not the robot who Learns, it is me.” Treating severe dysgraphia using child–robot interaction. Frontiers in Psychiatry, 12, 1–11. https://doi.org/10.3389/fpsyt.2021.596055
Gkeka, E., & Drigas, A. (2022). Ict’s and dysgraphia. Technium Social Sciences Journal, 31, 228–240. https://techniumscience.com/index.php/socialsciences/article/view/6423
Gouraguine, S., Riad, M., Qbadou, M., & Mansouri, K. (2023). Dysgraphia detection based on convolutional neural networks and child-robot interaction. International Journal of Electrical and Computer Engineering (IJECE), 13(3), 2999–3009. https://doi.org/10.11591/ijece.v13i3
Hopcan, S., & Tokel, S. T. (2022). The views of special education teachers about a mobile writing application. Research on Education and Psychology, 6(1), 84–100.
Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Rispoli, M., Lang, R., Marschik, P. B., & Sutherland, D. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156. https://doi.org/dx.doi.org/10.1016/j.ridd.2012.07.027
Kohli, A., Sharma, S., & Padhy, S. K. (2018). Specific learning disabilities: issues that remain unanswered. Indian Journal of Psychological Medicine, 40(5), 399–405. https://doi.org/10.4103/IJPSYM.IJPSYM_86_18
Lomurno, E., Dui, L. G., Gatto, M., Bollettino, M., Matteucci, M., & Ferrante, S. (2023). Deep learning and procrustes analysis for early dysgraphia risk detection with a tablet application. Life, 13(3), 598. https://doi.org/10.3390/life13030598
Madeiraa, J., Silvaa, C., Marcelinoa, L., & Ferreiraa, P. (2015). Assistive mobile applications for dyslexia. Procedia Computer Science, 64, 417–424.
Molina-Vargas, G., Arias-Flores, H., & Jadán-Guerrero, J. (2021). Benefit of developing assistive technology for writing. Intelligent Human Systems Integration 2021: Proceedings of the 4th International Conference on Intelligent Human Systems Integration (IHSI 2021): Integrating People and Intelligent Systems, February 22-24, 2021, Palermo, Italy, 586–590.
Moreau, D., & Waldie, K. E. (2016). Developmental learning disorders: from generic interventions to individualized remediation. Frontiers in Psychology, 6, 1–8. https://doi.org/10.3389/fpsyg.2015.02053 Edited
Muktamath, V. U., Hegde, P. R., & Chand, S. (2021). Types of specific learning disability. Learning Disabilities. https://api.semanticscholar.org/CorpusID:245401668
Muthumal, S. A. D. M., Neranga, K. T., Harshanath, S. M. B., Sandeepa, V. D. R. P., Lihinikaduwa, D. N. R., & Rajapaksha, U. U. S. K. (2022). Mobile and simulation-based approach to reduce the dyslexia with children learning disabilities. 2022 IEEE 10th Region 10 Humanitarian Technology Conference (R10-HTC), 311–317. https://api.semanticscholar.org/CorpusID:253271120
Nurchaerani, M., Hartadhi, S. H. R., Alfian, A., & Sadikin, I. S. (2022). How is perseveration in dysgraphia students? A research at yayasan pantara jakarta. Pedagonal : Jurnal Ilmiah Pendidikan, 6(2), 283–291. https://doi.org/10.55215/pedagonal.v6i2.5644 ?
Pee, N. C., Sibgatullah, A. S., & Mohtaram, S. (2014). Mobile dyslexia screening test: A new approach through (multiple-deficit) model mobile game to screen developmental dyslexia children. Environment, 8(11), 14.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. In American psychologist (Vol. 55, Issue 1). American Psychological Association.
Sihwi, S. W., Fikri, K., & Aziz, A. (2019). Dysgraphia identification from handwriting with support vector machine method. Journal of Physics: Conference Series, 1201(1), 12050. https://doi.org/10.1088/1742-6596/1201/1/012050
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.
Williams, P., Jamali, H. R., & Nicholas, D. (2006). Using ICT with people with special education needs: what the literature tells us. Perspectives, 58(4), 330–345. https://doi.org/10.1108/00012530610687704
Zain, N. Z. M., Mahmud, M., & Hassan, A. (2013). Utilization of mobile apps among student with learning disability from Islamic perspective. 2013 5th International Conference on Information and Communication Technology for the Muslim World (ICT4M), 1–4. https://doi.org/10.1109/ICT4M.2013.6518889
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2025-04-08
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