Bilingual Picture Guessing Cards on Science Material to Improve Positive Relationships for Third-Grade Inclusive Elementary Students

Social interaction between deaf students and regular students in inclusive classrooms tends to be limited, which affects the participation of deaf students in learning activities. This condition is also influenced by the use of learning media that have not fully accommodated the learning needs of students with special needs and have not optimally supported inclusive communication in the classroom. This study aims to analyze learning needs, develop, and evaluate the feasibility of a bilingual guessing picture card media in science learning to strengthen the positive relationship among inclusive third-grade elementary students. This study employed a research and development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The subject of this study was the bilingual guessing picture card media, while the research objects included content validity and user responses to the developed media. The study involved one teacher and 20 third-grade students consisting of regular students and deaf students. Data were collected through a relevance scale assessment and response questionnaires using validation sheets and teacher–student response instruments. Data were analyzed using descriptive quantitative analysis to determine the validity and practicality of the developed media. The findings indicate that the bilingual guessing picture card media achieved a very high level of content validity with a validity index of 1.00. In addition, the media received very positive responses from both teachers and students, indicating that it is practical for classroom implementation. Therefore, the bilingual guessing picture card media has the potential to support inclusive communication and foster positive relationships among students in inclusive science learning.