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This study goals to describe the implementation of interactive multimedia and kit with Writing to Learn (WTL) strategies for hearing impairment students on the chemistry in daily life topics for junior high school. Interactive Multimedia and kit were implemented to 12 students junior high school with one group pretest-posttest design. The research instruments used were the observation on the use of interactive multimedia and the kit and test sheets. Data collection techniques are observation and tests analyzed descriptively. The Writing to Learn strategy component trained in this study is guided free writing, creative piece, and the end of class reflection. The results of the study showed that (1) interactive multimedia and kit implementation were a good and very good category, (2) the students’ learning outcomes were increased after the learning, and (3) students’ responses indicate that the interactive multimedia and kit response were positive.

proceedings of the proceedings of the 7th mathematics, science, and computer science education international seminar, msceis 2019, 12 october 2019, bandung, west java, indonesia

Implementation of Interactive Multimedia and Kit with Writing-to-Learn Strategy on the Chemistry in Daily Life Topic for Junior High School with Disabilities