Conceptual Model of Augmented Reality-Based Inclusive Learning for Students with Dyslexia

Abstract

Inclusive education for dyslexic students in Muhammadiyah schools still faces significant challenges, especially in strengthening literacy and numeracy. The lack of learning approaches that are appropriate to the cognitive characteristics of dyslexic students and the limited integration of digital-based educational technology are the main obstacles in the effective learning process. This study aims to formulate a conceptual model of inclusive learning based on Augmented Reality (AR) through philosophical, theoretical, empirical, and legal analysis, as well as exploring the perspectives of educational stakeholders in Ponorogo Regency. This study uses a qualitative approach with a Forum Group Discussion (FGD) involving school principals, inclusive teachers, representatives of the education office, and the Dyslexia Education Service Center team from 15 Muhammadiyah schools (elementary to high school/Islamic high school). Data were analyzed using opinion analysis techniques, respondent attitudes, discussion patterns, and general conclusions. The research findings indicate a pressing need for an adaptive multisensory learning model integrated with AI-based AR, underpinned by Muhammadiyah’s philosophical values of inclusive and equitable education, and recommend integrating it into the local curriculum. The research findings form the basis for developing models and media for inclusive AR-based learning, as well as policy recommendations for improving teacher capacity and supporting technology in Muhammadiyah schools.