Learning activities in the process must stimulate students to be active, creative and fun, which can happen by using the right teaching media. Blind children have limited vision so in providing information to them must be concrete. Likewise, in teaching materials to recognize the function of human organs, a way to convert abstract information into concrete information in teaching materials recognize the function of human organs through pen mannequin media use. This is what makes researchers interested in studying more deeply which is formulated in the title above. This study used a qualitative descriptive method where data were obtained from observation, interviews and documentation processed by inductive means. The results showed that blind children were able to recognize the types, and functions of organs in the human body (lungs, heart, liver, stomach, pancreas, kidneys, bile, small spleen, large intestine, and small intestine). During the learning process, blind children have difficulty in arranging organs sequentially on mannequin media, difficulty in memorizing the sequence of the layout of each organ so that in the arrangement of the mannequin/torso body cavity sometimes there are still organs that are placed out of place. The effort made by the teacher in dealing with the difficulties experienced by children is by numbering each organ according to its sequence first and the number will be released after several experiments. The atmosphere during the learning activities took place, blind children were enthusiastic in touching the mannequin media of human internal organs and gave many questions related to the teaching material. The results of this study are recommended especially to teachers to add insight in the field of teaching media.