Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 11, 1423-1432 2025 Publisher: Learning Gate DOI: 10.55214/2576-8484.v9i11.11222 © 2025 by the authors; licensee Learning Gate © 2025 by the authors; licensee Learning Gate History: Received: 19 September 2025; Revised: 7 November 2025; Accepted: 11 November 2025; Published: 28 November 2025 * Correspondence: tya@dinamika.ac.id The development of Flanatomy as a learning media for ADHD students based on a 3D puzzle and augmented reality Bambang Hariadi1, Setya Putri Erdiana2*, Siti Masitoh3, Tri Sagirani4, Wawan Wahyudi Efendi5, Tegar Prasetyo6 1,2,4,5,6Dinamika University, Indonesia; bamband@dinamika.ac.id (B.H.) tya@dinamika.ac.id (S.P.E.) tris@dinamika.ac.id (T.S.) wawan@dinamika.ac.id (W.W.E.) 23420100051@dinamika.ac.id (T.P.). 3State University of Surabaya, Indonesia; sitimasitoh@unesa.ac.id (S.M.). Abstract: ADHD students have low concentration and face significant challenges in engaging in cognitive activities. Therefore, it is necessary to utilize concrete and engaging learning media that meet their needs and characteristics. The goal of this study is to develop Flanatomy, a learning media that integrates 3D puzzles with augmented reality technology. This research is categorized as Research and Development (R&D) using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The study employed research instruments such as questionnaires and interviews. The feasibility of the Flanatomy product was assessed through validation by subject matter experts, who gave an average score of 3.37; learning media experts, with an average score of 3.6; and design experts, using the User Experience Questionnaire (UEQ), which indicated an average score above 0.8, classified as highly feasible. Practicality testing showed that the product is highly practical and easy to use, with validation from teachers at SLB Putra Mandiri Surabaya as users, who provided an average score of 3.48. Based on these results, the Flanatomy product is deemed highly feasible and practical for use as a learning medium for ADHD students. Keywords: 3D Puzzle, Attention deficit hyperactivity disorder, Augmented reality, Learning media. 1. Introduction Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder affecting brain and nervous system development [1, 2] classified by the WHO as a mental disability [3]. ADHD is very often found in children and adolescents [4-6]; however, several studies reveal that it can also occur in adults [7, 8]. Globally, the prevalence of ADHD is reported to be 5.9%–7.1% in children and 1.2%– 7.3% in adults [9]. In Indonesia, the number of children with ADHD has increased over time. In 2023, it reached 15%, meaning that 1 in 20 Indonesian children suffers from ADHD [10]. ADHD can cause difficulties in maintaining attention [11, 12] as well as hyperactivity [2] and impulsivity [9, 13], which negatively affect the lives of those with the disorder, disrupting social relationships [14, 15], such as difficulty interacting with others and being unable to make friends [16]. It can even have negative impacts on academic aspects, such as experiencing learning difficulties and poor school performance [17-19]. Therefore, early diagnosis is crucial to help address the issue and determine appropriate treatment [15, 18], particularly in educational activities and learning processes [20]. Education or learning that is not adapted to the needs of students with ADHD can worsen their learning difficulties, decrease academic performance, deteriorate social behavior, and aggravate emotional and cognitive development [21, 22]. Students with ADHD have low concentration levels and face significant challenges in engaging in cognitive activities [23, 24]. Therefore, to optimize the learning success of students with ADHD, instruction must be carefully adapted to their characteristics [25], such as by using strategies or https://orcid.org/0000-0001-9535-6752 https://orcid.org/0000-0001-9840-2750 https://orcid.org/0009-0005-7904-8692 https://orcid.org/0000-0002-6153-5477 https://orcid.org/0009-0002-9496-3264 1424 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 11: 1423-1432, 2025 DOI: 10.55214/2576-8484.v9i11.11222 © 2025 by the authors; licensee Learning Gate learning media that are enjoyable and stimulate their motor skills [26]. In addition, learning should incorporate concrete and engaging instructional media to help capture the attention of students with ADHD [26, 27]. Concrete learning media also tend to improve their responsiveness and can even stimulate their level of creativity [28]. On the other hand, a conducive learning environment must also be considered to support the effective delivery of the material and improve learning outcomes [29]. Several previous studies have revealed that concrete learning media are easier for students with ADHD to understand [30]. Visual-based instructional media also helps ADHD students comprehend more complex questions or information, such as word problems [31]. In addition, the use of gamification- based learning media has been proven to enhance the attention and concentration of students with ADHD [32]. Combining gamification with augmented reality can also be implemented and has been shown to improve focus [33]. Furthermore, other studies have indicated that the use of augmented reality or virtual reality technology can positively impact the cognitive development of children with ADHD [34]. Nevertheless, this does not mean that all digital media, games, or existing technologies have a positive effect on the development of students with ADHD. Some may even worsen antisocial behavior, emotional regulation, and academic failure [35] and may increase addiction [36]. Therefore, only well-structured instructional media can enhance the attention and learning outcomes of students with ADHD [36]. Based on the facts and conditions described above, it is evident that learning for students with ADHD requires instructional media that are concrete, visual, and incorporate technology suited to their characteristics and limitations. Therefore, this study proposes the development of a learning medium for children with ADHD that combines concrete learning with 3D visual elements made of flannel fabric, which can be physically handled, and augmented reality, called Flanatomy. This research is crucial to enable ADHD students to learn more effectively through engaging and characteristic-appropriate instructional media, with the expectation of increasing their learning interest. 2. Methodology 2.1. Research Design This study is categorized as research and development (R&D) utilizing the ADDIE model, which is practical and suitable for use in the field of instructional design to produce effective designs [37, 38]. The ADDIE model consists of five stages, which form the acronym: Analyze, Design, Develop, Implement, and Evaluate [39-41]. These five stages are interconnected, with the evaluation phase placed among the others, meaning that each stage can be evaluated [42] and must be implemented systematically [43]. The five development stages of the ADDIE model are illustrated in Figure 1. Figure 1. ADDIE Model Stages. Source: Branch [39] and Efendi et al. [41]. 1425 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 11: 1423-1432, 2025 DOI: 10.55214/2576-8484.v9i11.11222 © 2025 by the authors; licensee Learning Gate Analyze. At this stage, a learning needs analysis for students with ADHD was conducted through a literature review based on previous studies. This was complemented by interviews with teachers at SLB Putra Mandiri Surabaya, following established guidelines, and by observing the learning process. These steps were taken to determine the appropriate learning media that meet the needs and characteristics of students with ADHD. Design. This stage involved designing the Flanatomy learning media, starting from sketches of 3D flannel figures and digital designs (augmented reality), as well as prototyping the 3D flannel and augmented reality components. Additionally, the learning materials were designed to align with the characteristics and abilities of students with ADHD. Develop. At this stage, all designs created in the previous phase were developed into the Flanatomy product, ready for testing and accompanied by a user manual. Validation tests were also conducted with instructional media experts, content experts, and design experts. Implement. Once the Flanatomy product was validated, it was tested by teachers and students with ADHD at SLB Putra Mandiri Surabaya. The teacher trial aimed to measure the practicality of the developed Flanatomy product using a predetermined questionnaire. The student trial was conducted qualitatively through observation during the implementation process. Evaluate. The evaluation stage was carried out at the end of each phase, as the Flanatomy product required improvements and refinements throughout the development process. 2.2. Data Collection and Analysis The Flanatomy product, developed through the stages of the ADDIE model, was tested for feasibility and practicality. 2.2.1. Feasibility Test of Flanatomy Learning Media Products The feasibility test of the Flanatomy learning media was conducted through validation by material experts, media experts, and design experts using a questionnaire. The results of the material and media validation were averaged and analyzed, then interpreted and concluded based on the validity or feasibility criteria of the learning media product, as shown in Table 1. Table 1. Feasibility Criteria for Learning Media Products. Score Criteria Description 3.30