Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Abstract

The deaf-mute students have limited communication and knowledge, which result in their limitations in learning mathematics. This study aims to determine the development of the deaf-mute student in learning mathematics, especially about a fraction. The research method used is the Single Subject Research (SSR) by implementing the Indonesia Realistic Mathematics Education (IRME) approach by using the context of pipettes. The research subject consisted of one deaf-mute-male student in seventh grade at the special education public school 2 in Bantul, Indonesia who got handling in the learning process using IRME approach. The research subject was purposively chosen based on the character of a research subject who have difficulty in understanding the topic of the fraction. The research subject received eight treatments, three meetings for the baseline phase and five meetings for the intervention phase, during approximately two months. This research instrument uses videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The data analysis technique used is analyzed in conditions and between conditions with A-B research design to describe the development of student who has special characteristic in the fraction learning process. The research results show that the implementation of IRME approach using the pipette context can improve the understanding of fraction concepts and the learning outcomes of the deaf-mute student.

Pembelajaran Luas Permukaan Bangun Ruang Sisi Datar Menggunakan Pendekatan Pendidikan Matematika Realistik Indonesia

“…Selanjutnya, suatu pembelajaran yang berorientasi kepada prinsip dan karakteristik PMRI mampu membuat siswa mempunyai kesempatan untuk menemukan kembali konsep-konsep matematika atau pengetahuan matematika formal (Diba, Zulkardi, & Saleh, 2009;Saefudin, 2012;Meryansumayeka & Suganda, 2018). Tahapan pembelajaran matematika saat ini, sebaiknya diawali dengan masalah kontekstual menuju sesuatu yang abstrak, sehingga pembelajaran matematika menjadi lebih bermakna (Misdalina, Zulkardi, & Purwoko, 2013;Jannah & Prahmana, 2019). Oleh sebab itu, pendekatan PMRI mampu memberikan eISSN: 2442-4226 Pembelajaran Luas Permukaan Bangun Ruang Sisi Datar Menggunakan … 70 mengkonstruksi pemahaman mereka terhadap materi yang diajarkan melalui permasalahanpermasalahan kontekstual yang diberikan selama kegiatan belajar-mengajar yang bermakna.…”

Hypothetical Learning Trajectory (HLT) for Fraction of Blind Students Using Braille Media Fraction Block

“…The use of instructional media in some research, such as Braille fraction blocks, can help students understand fractions from informal to formal level. (Jannah et al, 2019;Sari et al, 2015;Zabeta et al, 2015). However, bridging students' understanding from informal to formal level is not always easy, specifically for blind students who are unable to see the media directly.…”

Effectiveness on the Use of Mother Tongue in Teaching the Concepts of Fraction Among Second Grade of Elementary School Pupils

“…Critical thinking, according to Kolawole (2009) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action. To develop critical thinking, mathematics teachers should have initiative, be creative and resourceful in teaching the concepts (Janna & I, 2019). Yet, the mathematics concepts are not enough for the learners to think reflectively and creatively.…”