How do Special Needs Children Learn Arithmetic Operations? Analysis Mathematics Learning Trajectory of Mentally Retarded Students Based on Constructivism Theory
DOI:
https://doi.org/10.57142/picsar.v2i1.73Keywords:
Arithmetic Operations, Constructivism Theory, Learning Trajectory, Mentally Retarded, Special Needs StudentsAbstract
Mentally retarded students have different learning trajectories for understanding mathematics concepts. This study aims to analyze the learning trajectory of mentally retarded students based on constructivism theory. Through a qualitative approach with the natural observation method. The instruments used in this study were observation sheets, interviews, and documentation. From the three results, the data will be validated through a technical triangulation process to obtain research findings. This study involved three students from the 6th grade with mental retardation who obtained some learning trajectories in the multiplication operation. The first learning trajectory is carried out through the process of repeated addition according to the number being multiplied, even though conceptually it is incorrect. Second, use the stake (turus system) to write down the unit place, and last, use the stake (turus system) to write down the value of the whole number. In constructivism, mentally retarded students can build their own ideas to solve multiplication operations according to their own learning trajectories. The results of this study can be implicated in the learning process and as a hypothetical learning trajectory for mentally retarded students.
References
Bisesti, E., & Landes, S. D. (2021). Racial-ethnic differences in educational trajectories for individuals with intellectual disability. Journal of Intellectual Disability Research, 65(6), 548–560. https://doi.org/10.1111/jir.12830 DOI: https://doi.org/10.1111/jir.12830
Clements, D. H., & Sarama, J. (2010). Encyclopedia on Early Childhood Development Learning Trajectories in Early Mathematics-Sequences of Acquisition and Teaching. Encyclopedia on Early Childhood Development, July 21, 1–6. http://www.ubtriad.org.
Creswell, W. J. (2013). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Pustaka Pelajar.
Dewi Utami, A., & Sujadi, I. (2014). Strategi Guru Dalam Membelajarkan Matematika Pada Materi Lingkaran Kepada Anak Tunagrahita. Jurnal Elektronik Pembelajaran Matematika, 2(8), 853–864. http://jurnal.fkip.uns.ac.id
Elvierayani, R. R., & Kholiq, A. (2019). Gesture Siswa Tunagrahita Dalam Menyelesaikan Masalah Matematika. Lintang Songo: Jurnal Pendidikan, 2(2), 38–51. https://journal.unusida.ac.id/index.php/jls/article/download/294/241
Goldfeld, S., O’Connor, M., Quach, J., Tarasuik, J., & Kvalsvig, A. (2015). Learning trajectories of children with special health care needs across the severity spectrum. Academic Pediatrics, 15(2), 177–184. https://doi.org/10.1016/j.acap.2014.09.001 DOI: https://doi.org/10.1016/j.acap.2014.09.001
Hendra, J. (2012). Meningkatkan Kemampuan Operasi Hitung Penjumlahan Dengan Pembelajaran Matematika Realistik Pada Anak Tunagrahita Sedang. Jurnal Penelitian Pendidikan Khusus, 1(2), 213–225. http://ejournal.unp.ac.id/index.php/jupekhu/article/view/849
Ivars, P., Fernández, C., & Llinares, S. (2020). A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding. International Journal of Science and Mathematics Education, 18(3), 529–548. https://doi.org/10.1007/s10763-019-09973-4 DOI: https://doi.org/10.1007/s10763-019-09973-4
Joseph, G. (2016). Role of Parents in the Education of Mentally Retarded Learners in Selected Schools in Madaraka Zone , Kiambu County , Kenya. Journal of Education and Practice, 7(3), 19–24.
Khait, V. D., Huang, Y. Y., Zalsman, G., Oquendo, M. A., Brent, D. A., Harkavy-Friedman, J. M., & Mann, J. J. (2005). Association of Serotonin 5-HT2A receptor binding and the T102C polymorphism in depressed and healthy caucasian subjects. Neuropsychopharmacology, 30(1), 166–172. https://doi.org/10.1038/sj.npp.1300578 DOI: https://doi.org/10.1038/sj.npp.1300578
Kroesbergen, E. H., & Van Luit, J. E. H. (2005). Constructivist mathematics education for students with mild mental retardation. European Journal of Special Needs Education, 20(1), 107–116. https://doi.org/10.1080/0885625042000319115 DOI: https://doi.org/10.1080/0885625042000319115
Lindawati, S. (2018). Literasi Matematika Dalam Proses Belajar Matematika Di Sekolah Menengah Atas. Jurnal Prinsip Pendidikan Matematika, 1(1), 28–33. https://doi.org/10.33578/prinsip.v1i1.18 DOI: https://doi.org/10.33578/prinsip.v1i1.18
Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme dan Implikasinya dalam Pendidikan. GHAITSA: Islamic Education Journal, 2(1), 49–57. https://siducat.org/index.php/ghaitsa/article/view/188
Patil, P. (2021). Ensuring education for children with special needs. Indian Express, 2, 14–27. https://www.proquest.com/newspapers/ensuring-education-children-with-special-needs/docview/2561390307/se-2?accountid=15292%0Ahttps://bibcercador.uab.cat/openurl/34CSUC_UAB/34CSUC_UAB:VU1?genre=article&atitle=Ensuring+education+for+children+with+special+ne
Pemerintah, P. (2010). Pengelolaan dan Penyelenggaraan Pendidikan.
Purnomo, Y. W., Arlini, R., Nuriadin, I., & Aziz, T. A. (2021). Learning trajectory based on fractional sub-constructs: Using fractions as quotients to introduce fractions. Mathematics Teaching-Research Journal, 13(3), 183–207.
Raharjo, M. (2013). Pembelajaran Operasi Hitung Perkalian dan Pembagian Bilangan Cacah di SD. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Alfabeta.
Sunardi. (2010). Pendidikan Luar Biasa Di Indonesia. Pusat Kurikulum Badan Penelitian Dan Pengembangan Kementerian Pendidikan Nasional, 1–94.
Umbara, U. (2017). Implikasi Teori Belajar Konstruktivisme dalam Pembelajaran Matematika. Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan, 87(1,2), 149–200.
Utaminingsih, M. D., Maryadi, & Dermawan. (2016). The Effectiveness Constructivism Learning in Imporving Capabilities Know The Value Currency in Children with Mentally Retadation. Jurnal Pendidikan Luar Biasa, 147(March), 11–40.
