Development of scientific approach-based interactive multimedia for elementary school dyscalculia children

Patricia, Firda Alfiana; Zamzam, Kenys Fadhilah

doi:10.21831/jpe.v9i1.33853

Cited by 5 publications

(12 citation statements)

References 5 publications

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“…Previous research on learning media, especially the use of learning media for dyscalculic students, includes research (Handarini & Hasan, 2019;Patricia et al, 2021;Reafani et al, n.d.;Widodo et al, 2021;Yovelia et al, n.d.). However, this research examines the use of learning media in addition and subtraction aspects.…”

Section: Figure 2 Analysis Vosviewer Abstractmentioning

confidence: 99%

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Damri,

Amalia,

Engkizar

et al. 2023

Al-Ta'lim J.

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This study aims to investigate the effects of colored bead Montessori learning media to students’ numeral thinking skills none of the elementary schools (SD) in Padang, Indonesia. This study used a quantitative method with a single-subject research approach, the research data was taken from a student with dyscalculia through fifteen direct lessons using colored bead Montessori learning media. Data were analyzed by using visual graphical analysis tool descriptively were analyzed descriptively using visual graphical analysis tools. The results of this study showed that the use of colored bead Montessori learning media based on the analysis can actually improve the numeracy skills of students with dyscalculia in learning. This improvement is proved by, at first the students' scores were 2, 4, 4, 4, this was the value before the researcher used the media. Furthermore, after the researcher did seven times direct treatment, it was found that the students' scores increased to 10, 13, 15, 18, 20, 20, 20, even students were able to obtain self-evaluation scores with numbers 20, 20, 20, 20. The results of this study proved that the use of colored bead Montessori media has been able to improve the numeracy skills of students in learning. Referring to the results of this research, colored bead Montessori can be used as an alternative media in learning numeracy skills of students with dyscalculia none of the elementary schools.

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Section: Figure 2 Analysis Vosviewer Abstractmentioning

confidence: 99%

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Damri,

Amalia,

Engkizar

et al. 2023

Al-Ta'lim J.

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“…Pamungkas dan Sukarman (2020) menyatakan bahwa model dan metode pembelajaran yang sesuai dengan karakteristik siswa di sekolah dasar yaitu pembelajaran menarik dan interaktif yang dirancang agar siswa mampu terlibat aktif dalam pembelajaran. Kondisi ini dapat diperoleh apabila pembelajaran dilakukan dengan memanfaatkan media pembelajaran yang menarik dan interaktif seperti video pembelajaran interaktif, powerpoint interaktif, media pembelajaran berbasis android, hingga pemanfaatan Augmented Reality pada pembelajaran matematika di sekolah dasar (Annisya & Baadilla, 2022;Firmansyah et al, 2021;Patricia & Zamzam, 2021;Susilowati al., 2022;Utama et al, 2021).…”

Section: Gambar 4 Letak Kesalahan Pada Aspek Memahami Permasalahanunclassified

Pemahaman Konsep Dasar Matematika Mahasiswa di Wilayah Perbatasan Indonesia – Malaysia: Bagaimana Tantangannya?

Didik Saputro,

Purnasari,

Sadewo

2023

hexagon_ JIPM

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Penelitian ini bertujuan untuk menganalisis pemahaman konsep dasar matematika mahasiswa di wilayah perbatasan Indonesia – Malaysia. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Subjek penelitian ini merupakan 64 mahasiswa program studi Pendidikan Guru Sekolah Dasar pada perguruan tinggi swasta yang berada di Kabupaten Bengkayang, Kalimantan Barat, Indonesia, tepatnya di wilayah perbatasan Indonesia – Malaysia. Tahapan penelitian ini meliputi 1) penyiapan instrumen penelitian; 2) validasi instrumen penelitian; 3) pembelajaran di kelas; 4) pengambilan data penelitian; dan 5) analisis data. Data dikumpulkan melalui instrumen tes yang berkaitan dengan kemampuan pemahaman konsep dasar matematika mahasiswa sebanyak 5 butir soal yang berbentuk esai. Data hasil penelitian dianalisis menggunakan analisis statistika yaitu analisis statistik deskriptif. Hasil penelitian ini memuat 3 aspek yang terdiri dari 1) pemahaman Konsep dasar matematika mahasiswa dikaji dari pengetahuan faktual, pengetahuan konseptual, dan pengetahuan prosedural; 2) kesulitan mahasiswa dalam memahami Konsep dasar matematika yang memuat proses memahami permasalahan, menggunakan bilangan matematika, mengimplementasikan strategi penyelesaian masalah, dan menginterpretasikan hasil pemecahan masalah; dan 3) kesiapan dan tantangan sebagai calon guru sekolah dasar dalam memberikan pembelajaran matematika di sekolah dasar.

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“…There are nine types of dyscalculia, namely (Patricia & Zamzam, 2021) (Kißler et al, 2021), that is a slightly impaired subtype and a strongly impaired subtype.…”

Section: Differences In Understanding Dyscalculiamentioning

confidence: 99%

“…Students must understand and master basic mathematical concepts because mathematics is a multidisciplinary subject that includes arithmetic, algebra, geometry, and statistics. Unfortunately, 5-8% of schoolaged individuals have a mathematical learning disability that affects their comprehension of its basic concepts (Fauzan et al, 2022;Lazo-Amado et al, 2022;Patricia & Zamzam, 2021) and could go through more than one difficulty throughout their academic career (Mariera et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

Salisa,

Meiliasari

2023

Alifmatika J. Pendidik. dan Pembelajaran Mat.

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Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.

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Development of scientific approach-based interactive multimedia for elementary school dyscalculia children

Cited by 5 publications

References 5 publications

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Improving Students’ Dyscalculia Numeracy Ability Using Learning Media Colored Bead Montessori

Pemahaman Konsep Dasar Matematika Mahasiswa di Wilayah Perbatasan Indonesia – Malaysia: Bagaimana Tantangannya?

A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class

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