A Culturally Adapted Digital Intervention for Early Reading Skills in Indonesian Dyslexic Learners

Authors

  • Riski Prasetya Arbi Disability Innovation Center (DIC) Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213
  • Ima Kurrotun Ainin Disability Innovation Center (DIC) Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213
  • Reza Akbar Fauzan Disability Innovation Center (DIC) Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213
  • Ni Made Marlin Minarsih Department of Special Education, Postgraduate Program, Universitas Sebelas Maret, Jl. Ir. Sutami no 36 Kentingan Surakarta
  • Budiyanto Special Education Department, Educational Faculty, Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213
  • Asri Wijiastuti Special Education Department, Educational Faculty, Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213
  • Siti Masitoh Special Education Department, Educational Faculty, Universitas Negeri Surabaya, Jalan Lidah Wetan, Lidah Wetan, Kecamatan Lakarsantri, Surabaya, Jawa Timur, Indonesia 60213

DOI:

https://doi.org/10.20961/imscs.v3i2.1169

Keywords:

Dyslexia, Structured Literacy, Multisensory Learning, Inclusive Digital Literacy

Abstract

Reading difficulties in children with dyslexia hinder both academic achievement and psychosocial growth. Deficits in letter recognition, sound processing, and phoneme–symbol connection require structured, multisensory interventions. This study develops the BASIA (Bantu Baca Disleksia Anak) application as an interactive, structured-literacy learning tool to strengthen early reading skills in dyslexic children. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) research and development model, the study involved 20 dyslexic students from three inclusive elementary schools. Data were collected through expert validation questionnaires, observations, and pre-post reading tests. Results show that BASIA is highly feasible, with validation scores of 92% from media experts and 90% from material experts. Four weeks of use significantly improved phoneme accuracy (36%), reading speed (55.5%), and word comprehension (41.3%). Key features—HURA (Huruf Bicara), SUKA (Susun Kata), and CERIA (Cerita Asyik)—effectively strengthened the integration of letters, sounds, and meaning. The findings demonstrate that combining structured literacy with an adaptive user-performance system can provide personalized and progressive learning. This study highlights the need for further development of inclusive, Indonesian-based digital literacy platforms for wider implementation in elementary schools as concrete support for children with dyslexia.

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Published

28-12-2025

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Vol. 3 No. 2 (2025): Interdisciplinary and Multidisciplinary Studies: Conference Series

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