ABSTRACT: This study aims to implement interactive media and gamification as a learning strategy for students with special needs, including Attention Deficit Hyperactivity Disorder (ADHD), as well as an effort to strengthen multicultural values at SMK Matang Jaya, Kuching, Sarawak, Malaysia. The study used a descriptive qualitative approach with a case study method involving five ADHD students, three subject teachers, and one inclusive education teacher. Data were collected through observation, interviews, documentation, and student response questionnaires. The results showed that the use of interactive media and gamification was able to increase the learning focus of ADHD students from an average of 5–10 minutes to 15–25 minutes. In addition, students showed increased motivation, behavioral control, and understanding of the material. Gamification elements such as points, levels, avatars, and challenges successfully maintained student engagement. The integration of multicultural values through character visuals, Indonesian–Malaysian cultural symbols, and collaborative activities was able to foster attitudes of tolerance, cooperation, and appreciation for diversity. Overall, the implementation of interactive media and gamification was proven to be effective in supporting inclusive learning and strengthening multicultural values. This research also strengthens international cooperation between PGRI Pontianak University and Matang Jaya Vocational School Kuching Sarawak Malaysia.
Susiaty et al. (Tue,) studied this question.