Analysis of Assemblr Edu Media Use in Pre Reading Instruction Phase A Students with Intellectual Disabilities

Abstract

Pre-reading is the foundational ability students must develop before entering formal reading instruction, yet Phase A students with intellectual disabilities frequently struggle to recognize letter symbols, distinguish visually similar letters, and connect letters with their sounds; prior studies of Augmented Reality media have measured learning outcomes but have not described how such media are actually used in special education classrooms. This study aims to describe the use of Assemblr Edu, an Augmented Reality application that presents material concretely and interactively, in pre-reading instruction, the pre-reading skills students demonstrate while learning with it, and the factors supporting and inhibiting its implementation among Phase A students with intellectual disabilities at SLB Negeri Langensari. The study employed a qualitative descriptive approach involving one classroom teacher and two students selected purposively. Data were collected through observation, interviews, performance assessment, informal tests, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing and verification. Data trustworthiness was maintained through technique triangulation, source triangulation, and member checking. The findings show that students displayed better attention, engagement, and persistence during instruction with Assemblr Edu. Development was evident in recognizing vowel and consonant letters, imitating syllable sounds, and matching pictures to initial letters, although distinguishing visually similar letters remained difficult. Supporting factors comprised teacher competence, simple instructions, and appealing AR visualization, whereas inhibiting factors comprised unstable internet connectivity, environmental disturbance, and limited attention span.