Visual Communication Patterns to Enhance Conceptual Understanding Among Students on the Autism Spectrum at SLB Autisma Yogasmara Semarang
DOI:
https://doi.org/10.65310/50hkfa87Keywords:
Autism Spectrum Disorder, Conceptual Understanding, Individualized Learning, Symbolic Interaction, Visual CommunicationAbstract
This study examines visual communication patterns used by teachers to support conceptual understanding among students on the autism spectrum at SLB Autisma Yogasmara Semarang. A descriptive qualitative approach was employed, with data collected through classroom observations, in-depth interviews with the principal and teachers, and documentation. Informants were selected purposively based on their involvement in instructional activities. Data were analyzed using the interactive qualitative framework of data condensation, organization, display, and conclusion drawing and verification, with credibility supported through triangulation and information verification. The findings reveal that teachers employ picture cards, symbols, tangible objects, television, and other instructional resources within the Individualized Learning Program (PPI). Visual communication follows a reciprocal process involving message presentation, student responses, feedback interpretation, and instructional adjustment. Visual representations support students' recognition of symbols, understanding of instructions, and participation in learning activities. Communication challenges, including tantrums, wandering behavior, and differences between home and school routines, require flexible instructional strategies. The study concludes that visual communication functions as an interpersonal, instructional, and adaptive process supporting situated meaning-making and conceptual understanding, although causal improvements in learning outcomes cannot be established.
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Copyright (c) 2026 Ahmad Sukri Mukramin, Suryanto Suryanto (Author)
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