Modul pembelajaran untuk anak down syndrome melalui penggunaan alat peraga berdasarkan teori bruner

Children with Down syndrome commonly experience limitations in working memory, attention span, and abstract reasoning, so that conventional teaching strategies are frequently insufficient in inclusive classrooms. Although concrete learning aids such as picture cards, puzzles, and manipulative toys are already available in many inclusive schools, teachers often use them improvisationally without a systematic guide, resulting in suboptimal learning outcomes. This study aimed to develop a learning module that provides teachers with a structured guide for using existing learning aids based on Bruner's stages of cognitive representation, namely enactive, iconic, and symbolic, to support children with Down syndrome. The study employed a Research and Development (R&D) approach adapted from the Borg and Gall model and simplified into seven stages: needs analysis, product planning, initial product development, expert validation, first revision, limited field trial, and final revision. Data were collected through observation, interviews, and expert validation sheets using a Likert scale. The results showed that the module was rated by content experts at a feasibility level of 87% and by media experts at 85%, both falling into the category of "very good, highly feasible without major revision." These findings indicate that the developed module can serve as a practical, theoretically grounded reference for teachers, therapists, and parents in optimizing the use of learning aids for children with Down syndrome in inclusive education settings.