Designed animation for daily living skill of children with Down syndrome

Children with Down syndrome generally have difficulty with daily living skills. Therefore, an appropriate learning approach is needed to train DS children to have daily living skills. The aim of this research is to identify the level of learning visual ability of children with Down syndrome, then explain the parameters of visual content animation as a tool to obtain responses from children with Down syndrome, and to determine the effective animation content to help the independence process of children with Down syndrome. The research method used is a mix method. This research uses an experimental study where the participants are children with Down Syndrome. Data collection methods use interviews, observation and questionnaires. Data analysis using the Wilcoxon Sign Rank test The results of this research found that Down syndrome children have different characters, levels of learning abilities and interests even though they are the same age and DS children tend to experience problems with independence, especially toilet training. Independent intervention to be used as a learning medium can be done through animation media whose visual content matches their character and preferences. The test results show that there is a significant effect of learning through animated videos on the level of message understanding and toilet training independence in DS children. With the characters, environment, duration, colors, figures in the video that they like, it will further increase their interest in the video so that they can understand the message in the animated video easily.