This development research aimed to 1) know the development process of mathematical comic learning media on the subject of algebraic expression that was valid, practical, and effective for grade VII of Junior High School students, 2) obtain mathematical comic learning media on the subject of algebraic expression which was valid, practical, and effective for grade VII of Junior High School students. The development model was using a modification of 4-D development model from Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel became a 3-D development model. The procedure of this development consisted of three stages, namely 1) define, 2) design, and 3) develop. The results of this study were 1) The process of developing comic learning media that was valid, practical and effective was found. 2) The mathematical comic learning media products on the subject of algebraic expression that was valid. From the validity data analysis, a validity of learning media score is 3,3, lesson plans obtain a validity of lesson plan score is 3,66. a validity of knowledge assessment instrument score is 3,46, a validity of the students’ responses questionnaire score is 3,84. 3) The mathematical comic learning media products on the subject of algebraic expression was practical with practicality score is 3.3214 and 4) The mathematical comic learning media products on the subject of algebraic expression was effective were obtained. The products produced were two comic books with the subject of introduction to algebraic expressions and addition, subtraction and multiplication operations of algebraic expressions. The subject was presented in the form of stories with illustrations of black-and-white images and was equipped with practice questions.

Authentic assessment is one of the changes in the 2013 curriculum. In this assessment, the competencies of students assessed include attitudes, knowledge, and skills. An authentic assessment must be carried out by all education providers, including special education providers who provide services for children with special needs. This study aims to describe the implementation of authentic assessment in the D3/C class of SLB Plus Madana Dun Ya Banjarmasin which provides educational services for children with special needs. This study used a qualitative approach with case study research method. Data was collected using interviews, observation, and documentation. Data analysis was carried out through the process of data reduction, data presentation, and drawing a conclusion. The results showed that authentic assessment in the D3/C class of SLB Plus Madana Dun Ya Banjarmasin was modified according to the ability of each student. The obstacles faced by the homeroom teacher of the D3/C class in conducting authentic assessments are the different ability of each student, D3/C classroom which is still combined with D1/C and D2/C classes, and often students do not attend school.

Social interaction is a relationship between two people or more that happens because of connected communication and socialization. In this study, social interaction is defined as the interactions between students with disabilities and regular students in a class, the social interaction among students with disabilities, and the social interaction between students with disabilities and volunteers. The social interactions by the students with disabilities in class appear in various patterns because of the different conditions of each student, communication methods, language perceptions, peers acceptance in class, volunteers and the students with disabilities themselves. This research is conducted to know the pattern of students with disabilities social interaction in learning session in the classroom. The research method used is a qualitative research with a case study approach. The data were collected through observation, interview, and documentation. The research subjects were students with disabilities, regular students, and volunteers. The result revealed that there are two patterns of social interaction in a class learning session. The first is the positive social interaction, formed by cooperations, understanding in communication, and acceptances from two sides. The other is the negative social interaction, the one with difficulties because some factors such as communication barrier, introvert personalities of students with disabilities, and the fears to start a communication.