Rahmah Nur Afifah (63723030)
Abstract
Through a simple yet inclusive approach, these flashcards offer a real solution to the gap in learning media that has been too visual. The production process is done efficiently and economically using digital printing and Braille embossing techniques. This article also highlights the author’s reflections as a student directly involved in the product development, and highlights the social entrepreneurial potential of the innovation.
Inclusive education still faces great challenges, especially in providing learning media that are accessible to visually impaired children. This article discusses the creative process and implementation of an educational innovation called 3 language flashcards-a learning media in the form of educational cards containing vocabulary in Indonesian, English, and Braille. The main objective of this innovation is to create an equal and collaborative learning environment for both regular and visually impaired students at the primary school level.
With an entrepreneurial spirit and sensitivity to social issues, Flashcard 3 Bahasa is expected to make a real contribution to the world of education in Indonesia, especially in realizing equal and comprehensive access to learning.
Education is the right of all children, even those with limited physical abilities such as the visually impaired. Unfortunately, the practice on the ground is far from ideal. I realized this when I found out how visually impaired children in elementary school learn English – a subject that is actually very important and has become part of the basic curriculum, but has not been maximally accessible to them. This prompted me to create an innovative piece of work: 3-Language Flashcards.
I made this project with my team in the Student Creativity Program, and I also made it as part of my entrepreneurship course assignment. Here I would like to share the creative process, challenges, and potential of this educational product that is not only practical, but also brings significant social impact. I believe that social entrepreneurship that brings concrete solutions to real problems in society has enormous value-not only in the economic aspect, but also in the humanitarian aspect.
A Closer Look at the Problem
It all started with a simple observation in an inclusive school. I saw how most of the learning media used by teachers in the classroom were visual – pictures, posters, videos or word cards. All these media are very helpful for regular students, but not for visually impaired students. They can only sit and listen. There is no interaction, no touch, and no tools that make them feel involved in learning activities.
This is certainly a cause for concern. In fact, blind children also have the same curiosity, the same enthusiasm for learning, and the same right to education. Unfortunately, their tools are still very limited. Some schools may have Braille books, but the number is limited and the type is not attractive to children. Even worse, many regular teachers have not received training in teaching students with special needs, so they are confused when they have to accommodate visual and tactile needs at the same time.
I started asking myself: is there a possibility that there are learning media that can reach all students at once, without separating regular and disabled? Is it possible that there is a simple medium that can meet them in the same learning process?
What are 3 Language Flashcards?
3 Language Flashcards is specially designed education flashcard to introduce elementary school children to names of common animals in three language structures. In one flashcard, there is writing in Bahasa Indonesia and English, and Braille equivalent pressed raised so that it can be felt. The flashcard contains 24 types of common animals often encountered in basic learning materials. Other than that, its shape and size are also suitable for children’s hands to use comfortably and not easily broken.
What makes these cards special is not only their trilingual content, but also their inclusive design. Blind children can feel the Braille letters and memorize the meaning of the words, while regular children can read and see the visuals. With this medium, children can learn together without feeling different.
This idea also has a precious worth: creating equal interaction. During the process of learning, it is completely necessary that children don’t feel isolated or behind others. This flashcard facilitates the cooperative learning process where the kids can study together, support each other, and grow without limitations.
Who is this product intended for?
Although this product was produced primarily for visually impaired children at the elementary school level, it turns out that after my discussions with teachers and parents, the scope of use is much larger. These flashcards can be used by:
– Teachers in primary schools, especially those who teach in inclusive classrooms, Parents who want to give their children learning training at home, Inclusive education groups or community reading parks, Special schools, especially for the visually impaired, Education and social organization volunteers, Literacy activists and children’s community activists.
These flashcards are not limited to children with disabilities. Regular children can also use them to learn basic English. In fact, in some of our simulations, the use of flashcards has led to positive interactions between students – they learn together, help each other, and are more sensitive to their friends with disabilities.
What is the Manufacturing Process?
One of the many reasons I chose to use flashcards as a medium of innovation is that the process is not complex and can be implemented at an affordable cost. We use three basic techniques:
1. Digital printing to print the text in Bahasa Indonesia and English
2. Embossing to add Braille at the bottom of the card.
3. Precision cutting to produce cards that are uniform in size and comfortable to hold.
We use materials that are thick enough to be durable, washable if dirty, and safe for use by children. Such a production process can be done by local printers who do not need special tools, even in the long run, such a production process can be developed as a community-based social enterprise in these areas.
Creative Process and Idea Journey
This initial name for the flashcards was indeed very simple: a way to learn that is accessible to all children. But the development process required a lot of dialogue, tests, and adjustments. We discussed with primary school teachers, we tried out several designs, and observed how the children reacted when using the prototypes.
We also did a little research on Braille standards, how visually impaired children read, and the psychology of colors that are appropriate for children. There were many designs that we had to revise because they were not touch-friendly, too visually busy, or difficult to read.
Another interesting point was the way our team had to learn to bring two worlds together: visual and tactile. We realized that designing for visually impaired children does not mean eliminating visual elements, and vice versa. Instead, the challenge was to create one medium that could be understood by everyone, without the need to create clashing versions.
Social Impact and Entrepreneurial Potential
One of the most important things I learned in my entrepreneurship course is how an idea can match its impact. 3-Language Flashcards is not only a learning tool, but also a social media – in this term, it opens up areas of interaction, reduces the distance between people, and strengthens inclusivity in learning.
In terms of entrepreneurship, this product has great potential. The market is clear and targeted: primary schools, special schools, educational institutions, and social organizations. The production process is simple and the scale can be customized. Even for sales, my team and I have started developing social media accounts such as Instagram and TikTok under the name @seenknowtogether. There, we share educational content and activity documentation.
These flashcards are also an ideal model for the principle of social entrepreneurship-a business model that not only runs after profit, but also solves social problems directly. With a simple production process and long utilization potential, this product is very much worthy of being a sustainable entrepreneurial project.
The Challenges We Faced
Of course, creating innovative work like this is not always easy. We realized some technical problems, such as finding a Braille printing location with standard results, adjusting the location of the writing not to overlap, and determining a strong but still safe material.
In addition, we also experienced difficulties in terms of marketing the product to the public. Not everyone immediately understands the importance of inclusive media. Some still think of it as a “special” product that only a few people need. In fact, if we look deeper, this product can be used by anyone and provides added value for all.
To solve this challenge, we strengthen the education side in every product promo. We also open collaborations with teachers, community activists, students of different fields, to illustrators and designers to continue to surpass the product.
My Hope for the Future
As a student, I certainly have limitations in terms of time, resources, and experience. But I believe that even a small idea can make a difference if done with heart. I hope that this 3-Language Flashcard can continue to grow, be widely produced, and used by many children in various regions.
I also hope that this work can be an example that entrepreneurship is not just about making profits, but about finding solutions. We can be entrepreneurs but not forget our social mission. We can build a business, but also build hope.
I am reminded that there are still many blind children out there who have not received their learning aids. With this work, I want to contribute so that they don’t feel left behind, so that they understand that there are people who care and want them to succeed.
Conclusion
3 Language Flashcards is nothing more than a set of small cards, but the significance and influence of it can be enormous. It is a sign of boundless spirit to study. It is a type of equal and equitable learning. And this is the beginning of a greater change in Indonesian education for me personally.
