The development of ARQUANA: Qur’anic snakes and ladders based on augmented reality to improve the social behavior of children with mild intellectual disabilities

Abstract

This study aims to develop and evaluate the effectiveness of ARQUANA, an interactive learning media grounded in Qur’anic values, designed to enhance the social behavior of children with mild intellectual disabilities. By integrating Augmented Reality (AR) technology, ARQUANA provides a more engaging and meaningful learning experience for students at Special Needs Schools (SLB). This research adopts a research and development (R&D) approach using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. Validation by instructional media and education experts yielded high scores in both content and media aspects, with an average of 89%. Practicality data indicated that the game and guidebook were user-friendly for teachers or facilitators, with an average score of 86.5%. Furthermore, effectiveness data based on teacher assessments showed that ARQUANA successfully improved students’ social behavior—such as honesty, cooperation, and responsibility—with an average effectiveness score of 89%. Trial results also demonstrated significant improvements in students’ social behavior, supported by teacher observations. This research contributes to the development of innovative Qur’an-based learning media for children with disabilities, with the expectation of support from various stakeholders to optimize its implementation in inclusive education.

Keywords: Augmented Reality; Qur’anic values; inclusive learning; social behavior; mild intellectual disability