The Profiles and Patterns of Progress in Numerical Skills of Elementary School Students with Mild and Moderate Intellectual Disability

Dessemontet, Rachel Sermier; Opitz, Elisabeth Moser; Schnepel, Susanne

doi:10.1080/1034912x.2019.1608915

Cited by 17 publications

(17 citation statements)

References 40 publications

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“…Hal ini senada dengan pendapat Dosoete & Warrey (2020) mengatakan bahwa kelemahan aritmetika lebih sering terjadi pada anak-anak disabilitas. Hal ini sejalan dengan beberapa penelitian yang mengatakan bahwa pemecahan masalah aritmetika siswa disabilitas sangat penting terutama pada operasi penjumlahan, pengurangan, perkalian, dan pembagian (Huijsmans et al, 2020;Kullberg & Björklund, 2020;Roos, 2019;Dessemontet et al, 2020). Penyebab adanya gangguan intelektual pada disabilitas tersebut sebagian besar karena disebabkan faktor keturunannya.…”

Section: Pendahuluanunclassified

Proses Pemecahan Masalah Aritmetika Siswa Disabilitas

Ovan¹

2022

JAD

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This article aims to describe the process of solving arithmetic problems for students with disabilities. The research method used in this study is the Systematic Literature Review (SLR) method. The SLR method is used to identify, review, evaluate, and interpret all available research with topic areas of interest. Data collection is done by documenting and reviewing all articles related to solving arithmetic problems. The articles used were 5 articles. The results showed that the process of solving arithmetic problems for students with disabilities was different. Students with disabilities experience many obstacles in solving arithmetic problems, especially in counting numbers from 10 to 100. Students with disabilities have difficulty understanding language. At other times, students with disabilities use procedures, strategies, and the desire to be active in the learning process. It is recommended for further researchers to develop special tools for students with disabilities.

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Section: Pendahuluanunclassified

Proses Pemecahan Masalah Aritmetika Siswa Disabilitas

Ovan¹

2022

JAD

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“…Other studies confirm that primary students experience incomprehension in solving problems related to numeracy skills (Deringöl, 2019;Rudi et al, 2020). Several studies mention that this is motivated by primary students' lack of engagement with the learning process that involves numeracy (Colliver, 2018;Dessemontet et al, 2019;Godfrey & Mtebe, 2018). In addition, numeracy skills are difficult for primary students to achieve in the learning process (Aunio, 2019;Purpura et al, 2011).…”

Section: Introductionmentioning

confidence: 97%

“…The achievement of numeracy skills plays a critical role in the development of learning and overall mathematics student learning outcomes (Aunio, 2019;Segers et al, 2015). This achievement includes students' success in solving problems and understanding numbers, time, patterns, symbols, and others (Cheong et al, 2017;Dessemontet et al, 2019). Numeracy skills are the ability to apply arithmetic operations and number concepts in real-world situations (Cheong et al, 2017;Megawati & Sutarto, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning with Coping Strategies in Solving Multi-step Arithmetic Problems Towards Numeracy Skills

Yosa

Amir

Wardana

2022

JERE

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The numeracy skills of elementary school students are still inadequate in solving multi-step arithmetic problems. This study aims to analyses the effect of learning with coping strategies in improving the numeracy skills of elementary school students in solving multi-step arithmetic problems. This type of research uses a quasi-experimental design with a pretest-posttest control group. The research participants were 51 fifth grade elementary school students who were randomly assigned to the experimental and control groups. Data collection using tests with multi-step arithmetic problem instruments those are oriented towards numeracy. Data analysis in this study used a paired t-test followed by a chi-square test. The results showed that coping strategies in solving multi-step arithmetic problems had a significant effect on the achievement of increasing primary students' numeracy skills. The results of this study have implications for initial empirical evidence for educators and subsequent research those elementary school students who have inadequate numeracy skills can be improved through coping strategies which are stimulation strategies by imitating and solving multi-step arithmetic problems that have gradual completion.

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“…In general, numeracy activities have a positive relationship with children's numeracy skill (Cheung et al, 2021). Important numeracy skills are mastered to reduce the risk of students' difficulties in mathematics (Dessemontet et al, 2020;Hellstrand et al, 2020). Mathematics as a path or counting element is used in subjects in developing students' critical thinking skills to solve problems (Sellars, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Characteristics of the Ethnoscience-Based Numeracy Test Instrument Using the Rasch Model

Muliani

Novita²,

Mellyzar³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The numeracy ability of students in Indonesia is in a low category based on PISA results from 2000 to 2018. So, efforts are needed to strengthen numeracy skills through the development of ethnoscience-based numeracy test instruments. The purpose of this study was to analyze the characteristics of the ethnoscience-based numeracy test instrument using the Rasch model. The subjects of this study were students of SMPN Arun and SMPS Sukma Bangsa, Lhokseumawe City, totaling 123 students. The number of questions to be analyzed in the test is 68 items. Analysis using Winsteps software. The results of the analysis showed that the ethnoscience-based numeration instrument in this study was declared reliable. 59 of the 68 items were said to be valid, with details of 32 valid items eligible to be used and 27 valid items needing to be revised for improvement before being used. This instrument can be used to measure subjects who have ethnoscience-based numeracy skills in the low, medium, and high categories, so to examine ethnoscience-based numeracy skills students can use this instrument.

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The Profiles and Patterns of Progress in Numerical Skills of Elementary School Students with Mild and Moderate Intellectual Disability

Cited by 17 publications

References 40 publications

Proses Pemecahan Masalah Aritmetika Siswa Disabilitas

Proses Pemecahan Masalah Aritmetika Siswa Disabilitas

Learning with Coping Strategies in Solving Multi-step Arithmetic Problems Towards Numeracy Skills

Analysis of the Characteristics of the Ethnoscience-Based Numeracy Test Instrument Using the Rasch Model

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