DEVELOPING ACCESSIBLE SCHOOL ENVIRONMENTS THROUGH PROJECTBASED LEARNING: BRAILLE ROOM SIGNS FROM RECYCLED BEVERAGE CANS

Abstract

This study aimed to describe the implementation of Project-Based Learning (PjBL) in
science education on environmental pollution, specifically the creation of Braille room signs from
recycled beverage cans, and to examine the project's contribution to school accessibility. A
qualitative approach with a case study design was employed involving three seventh-grade
students with visual impairments at SLBN Banjar, Indonesia. Data were collected through
observations, semi-structured interviews, student reflection journals, documentation, product
analysis, and field notes. The findings revealed that PjBL was implemented through six stages:
determining essential questions, project planning, project scheduling, project implementation,
project assessment, and evaluation and reflection. Through the project, students learned about
environmental pollution, waste classification and management, and the reuse of beverage cans to
create Braille room signs that benefit the school community. The project resulted in the installation
of 11 Braille room signs in various school facilities, which were still in use at the time of the study.
The findings indicate that PjBL not only supported the achievement of science learning objectives
but also improved school accessibility for students and teachers with visual impairments. This
study demonstrates the potential to integrate science education, waste utilization, and school
accessibility development through project-based learning activities.