Proses Berpikir Siswa Berkebutuhan Khusus Dalam Pemecahan Masalah Matematika Menggunakan Alat Peraga

Abstract

This study aims to describe the thinking process of Attention Deficit Hyperactivity disorder (ADHD) students in solving mathematical problems using teaching aids. This research is a qualitative research that uses a descriptive research methodology. The subjects of this study were students at one of the Special Schools (SLB) in Cirebon City as many as 3 ADHD students who had received learning using visual aids. Then the subject selection technique used purposive sampling technique. The main instrument in this research is the researcher himself. Auxiliary instrument in this research is math problem in essay form. Data collection techniques using interview and test techniques. The data analysis techniques in this study consist of: (1) classifying the data, (2) presenting the data, and (3) concluding the data that has been obtained. The results showed that the thinking processes of ADHD students: (1) ADHD students can form understanding when answering questions about flat shapes; (2) ADHD students are not able to repeat the answers that have been obtained; (3) ADHD students are unable to use other strategies in solving given math problems; (4) ADHD students are not able to give reasons for the answers that have been obtained on the written answer sheet; and (5) ADHD students cannot give the correct conclusion on the answers that have been obtained.

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

“…This is in accordance with the results of Hidayat & Noer (2021) that students who have high self-efficacy are able to solve problems carefully, but on the contrary students who have low self-efficacy tend to be less good at solving problems. Likewise, based on Subaidi (2016) concluded that students in the lower selfefficacy category tend to hesitate and give up easily in solving math problems. In addition, students also have the view that a difficult problem is something that must be avoided.…”

Ekplorasi Motivasi Belajar Mahasiswa UIN Walisongo Semarang pada Pembelajaran Kimia

“…Pernyataan ketiga membahas mengenai menyerah dalam mempelajari materi yang sulit, skor persentase sebanyak 33,33% termasuk kedalam kriteria kurang, dimana skor tersebut menunjukkan bahwa mahasiswa memiliki sikap pantang menyerah dalam mempelajari suatu materi yang sulit hingga dapat memahami apa yang sedang dipelajari. Sikap pantang menyerah sangat diperlukan pada proses pembelajaran karena merupakan sikap tidak patah semangat dalam menghadapi rintangan untuk mewujudkan tujuan (Subaidi, 2016). Menurut Dinata (2019) Indikator yang keenam merupakan antusias atau dorongan.…”

Analisis Proses Pemecahan Masalah Peserta Didik Dalam Menyelesaikan Soal Berorientasi Pisa

“…Hal ini di dukung dengan hasil penelitian Subaidi (2016) dimana peserta didik dengan Self-Efficacy yang lemah atau rendah cenderung rentan dan mudah menyerah menghadapi masalah matematika tersebut, mengalami kesulitan dalam memecahkan tugas dan masalah matematika tersebut, dan kegagalan memecahkan masalah matematika tersebut dianggap karena kurangnya kemampuan matematikanya. Namun hal ini kontra dengan hasil penelitian sebelumnya Ulya (2015) menunjukkan koefisien korelasi antara gaya kognitif dengan kemampuan pemecahan masalah peserta didik sebesar 0,624 yang berarti bahwa terdapat hubungan positif dalam taraf tinggi antara gaya kognitif peserta didik dengan kemampuan pemecahan masalah peserta didik.…”