A'yun, Masqurrota (2025) Desain Interior SLBN Pembina Tingkat Nasional Bagian C Malang Berkonsep Environmental Graphic Design (EGD) sebagai Sarana Pengembangan Multisensori Anak Berkebutuhan Khusus. Other thesis, Institut Teknologi Sepuluh Nopember.
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Abstract
Desain interior memiliki peran penting dalam mendukung proses pendidikan di Sekolah Luar Biasa (SLB), terutama dalam menciptakan ruang yang sesuai dengan kebutuhan siswa berkebutuhan khusus. Namun, menurut Kemendikbudristed (2016), realitanya masih terdapat 12,26% anak berkebutuhan khusus yang hanya dapat mengakses pendidikan khusus beserta fasilitasnya. Selain itu, masih banyak ditemukan ruang-ruang belajar yang belum mampu mengakomodasi tantangan aksesibilitas, navigasi, serta keterbatasan sensori yang dimiliki siswa. Lingkungan yang tidak responsif terhadap kondisi tersebut dapat membatasi potensi belajar, eksplorasi, dan kemandirian siswa dalam kegiatan sehari-hari. Permasalahan ini juga ditemukan pada SLBN Pembina Tingkat Nasional Bagian C Malang sebagai sekolah percontohan nasional yang menaungi berbagai jenis ketunaan. Berbagai ruang belajar di sekolah tersebut masih membutuhkan pendekatan desain yang lebih adaptif dan mendukung beragam kebutuhan siswa secara nyata. Pendekatan Environmental Graphic Design (EGD) dan multisensori diterapkan dalam perancangan interior untuk merespons permasalahan tersebut. EGD menghadirkan sistem komunikasi visual melalui integrasi warna, simbol, tipografi, dan bentuk visual lainnya ke dalam elemen-elemen ruang, sehingga fungsi ruang lebih mudah dikenali dan diingat oleh pengguna dengan berbagai hambatan. Sementara itu, pendekatan multisensori dirancang untuk mengaktifkan lebih dari satu indera dalam mendukung pembelajaran, melalui keterlibatan visual, auditori, taktil, hingga aroma. Di samping itu, perancangan didasarkan pada hasil observasi dan analisis langsung terhadap kebutuhan siswa dengan ketunaan tunanetra, tunarungu, tunagrahita, tunadaksa, dan autisme. Setiap elemen dirancang tidak hanya mempertimbangkan fungsi, tetapi juga kenyamanan dan kejelasan informasi yang disampaikan oleh ruang.
Melalui pendekatan ini, desain interior dikembangkan sebagai bagian aktif dari sistem pembelajaran, yang tidak hanya memberikan ruang fisik untuk belajar, tetapi juga memperkuat pengalaman, orientasi, dan interaksi siswa di dalamnya. Konsep ini menjadi alternatif dalam menciptakan lingkungan pendidikan yang lebih ramah, adaptif, dan selaras dengan keragaman kebutuhan siswa di SLB.
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Interior design plays a crucial role in supporting the educational process in Special Schools (SLB), particularly in creating environments that align with the needs of students with disabilities. However, according to the Ministry of Education and Culture (Kemendikbudristek, 2016), only 12.26% of children with special needs in Indonesia have access to special education and its supporting facilities. In addition, many learning spaces still fail to accommodate challenges related to accessibility, spatial navigation, and sensory limitations. Environments that are unresponsive to these conditions can restrict students' learning potential, exploration, and independence in daily activities.
These issues are also present at SLBN Pembina Tingkat Nasional Bagian C Malang, a national pilot school that serves students with various types of disabilities. The learning environments in this school still require a more adaptive design approach to adequately support the diverse needs of its students. The Environmental Graphic Design (EGD) and multisensory approaches are applied in the interior design process to address these challenges. EGD establishes a visual communication system by integrating colors, symbols, typography, and other graphic elements into the spatial design, making it easier for users with different limitations to recognize and recall spatial functions. Meanwhile, the multisensory approach activates more than one sense to support the learning experience, through the involvement of visual, auditory, tactile, and olfactory stimuli. Furthermore, the design process is based on direct observation and analysis of the specific needs of students with visual impairments, hearing impairments, intellectual disabilities, physical disabilities, and autism. Each design element considers not only functionality but also comfort and the clarity of information conveyed through the space. Through this approach, interior design becomes an active component of the learning system. It provides not just a physical place to study but also enhancesthe user experience, spatial orientation, and student interaction. This concept offers an alternative direction in creating educational environments that are more inclusive, adaptive, and aligned with the diverse needs of students in special education.
| Item Type: | Thesis (Other) |
|---|---|
| Uncontrolled Keywords: | Sekolah Luar Biasa, Environmental Graphic Design, Multisensori, School for Special Needs, Environmental Graphic Design, Multisensory |
| Subjects: | N Fine Arts > NA Architecture > NA6600 Education buildings N Fine Arts > NK Decorative arts Applied arts Decoration and ornament > NK2115 Interior decoration N Fine Arts > NK Decorative arts Applied arts Decoration and ornament > NK2589 Furniture design |
| Divisions: | Faculty of Creative Design and Digital Business (CREABIZ) > Interior Design > 90221-(S1) Undergraduate Thesis |
| Depositing User: | Masqurrota A'yun |
| Date Deposited: | 01 Aug 2025 03:43 |
| Last Modified: | 01 Aug 2025 03:43 |
| URI: | http://repository.its.ac.id/id/eprint/123871 |
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