Alat Peraga Matematika Manipulatif Geometri Siswa Tunarungu

Fadhilah Rahmawati

Sari


Studi ini menunjukkan bahwa manipulatif matematika interaktif sangat penting untuk mengajar siswa tunarungu matematika. Penekanan juga menekankan betapa pentingnya ini dalam lingkungan pembelajaran kolaboratif dan studi matematika independen. Penelitian ini menggunakan metode kualitatif seperti angket, wawancara, dan lembar observasi untuk mendapatkan pengetahuan lengkap tentang berbagai kebutuhan dan preferensi pembelajar tunarungu dan guru matematika. Aspek interaktif dari alat-alat ini memungkinkan berbagi metode, berbicara tentang jawaban, dan meningkatkan pengetahuan matematika dalam kelompok. Alat peraga juga mendorong keterlibatan sosial dan kognitif, yang penting untuk pengalaman belajar yang lebih luas bagi siswa tunarungu. Hasil khusus menunjukkan bahwa manual pengajaran yang lengkap, termasuk video bahasa isyarat yang dapat diakses melalui CD atau kode QR, diperlukan untuk meningkatkan pembelajaran berurutan dan penerapan fungsional. Metode berpusat siswa ini sejalan dengan pedoman kurikuler saat ini, yang menekankan kolaborasi dan inklusi. Alat peraga digabungkan dengnan video bahasa isyarat ke dalam materi pelajaran akan meningkatkan pembelajaran kooperatif dan inklusif. Ini juga akan mendorong kolaborasi dengan teman sejawat dan dalam berbagai situasi pembelajaran. Secara keseluruhan, penggunaan alat peraga tidak hanya berfokus pada kebutuhan pembelajaran saat ini, tetapi juga meletakkan dasar untuk keberhasilan akademik dalam jangka panjang dengan meningkatkan kemampuan di luar matematika dan menciptakan lingkungan belajar yang inklusif dan mudah diakses bagi siswa tunarungu.

Teks Lengkap:

PDF

Referensi


Alshwaikh, Jehad. (2008). Towards a systemic functional analysis of mathematical visual forms. Research in Mathematics Education, 10:1, 87-88, DOI: 10.1080/14794800801916770

Bouck, E., & Park, J. (2018). A Systematic Review of the Literature on Mathematics Manipulatives to Support Students with Disabilities. Education and Treatment of Children, 41, 106 - 65. https://doi.org/10.1353/etc.2018.0003.

Cadeñanes, J., & Arrieta, M. (2014). Augmented Reality Sign Language Teaching Model for Deaf Children. , 351-358. https://doi.org/10.1007/978-3-319-07593-8_41.

Claudia M. Pagliaro, Karen L. Kritzer. (2013). The Math Gap: A Description of the Mathematics Performance of Preschool-aged Deaf/Hard-of-Hearing Children. The Journal of Deaf Studies and Deaf Education,18(2), 139–160, https://doi.org/10.1093/deafed/ens070

Dorfman, L., & Kalugin, A. (2020). Resources, Potentials and Academic Achievements of Students. Part 1. Differentiation of Resources and Potentials. The Education and science journal. https://doi.org/10.17853/1994-5639-2020-4-64-88.

Edwards, L. (1995). The Design and Analysis of a Mathematical Microworld. Journal of Educational Computing Research, 12, 77 - 94. https://doi.org/10.2190/C9XX-VMC6-CVLQ-KKXF.

Hill, P., & Rowe, K. (1998). Modelling Student Progress in Studies of Educational Effectiveness.. School Effectiveness and School Improvement, 9, 310-333. https://doi.org/10.1080/0924345980090303.

Husniati, A. , Budayasa, İ. K. , Juniati, D. & Lant, C. L. (2020). Analysis of deaf students understanding math concepts in the topic of geometry (rectangle shape): A case study . Journal for the Education of Gifted Young Scientists , 8 (3) , 1213-1229 . DOI: 10.17478/jegys.780213

Kuntze, M. (1998). Literacy and Deaf Children: The Language Question. Topics in Language Disorders, 18, 1-15. https://doi.org/10.1097/00011363-199808000-00003.

Lange, C., Lane-Outlaw, S., Lange, W., & Sherwood, D. (2013). American Sign Language/English bilingual model: a longitudinal study of academic growth.. Journal of deaf studies and deaf education, 18 4, 532-44. https://doi.org/10.1093/deafed/ent027.

Marlatt, E. (2014). The Importance of Visual Stimulus as a Component of Audition Stimulues in the Aural/Oral (Re)Habilitation of Children/Clients With Hearing Loss. American Annals of the Deaf, 159(4). DOI: 10.1535/aad.2014.0027

Marschark, M., Morrison, C., Lukomski, J., Borgna, G., & Convertino, C. (2013). Are Deaf Students Visual Learners?. Learning and individual differences, 25, 156-162. https://doi.org/10.1016/J.LINDIF.2013.02.006.

Membrillo-Hernández, J., Bejarano, W., Manzano, L., Caratozzolo, P., & Villegas, P. (2023). Global Shared Learning Classroom Model: A Pedagogical Strategy for Sustainable Competencies Development in Higher Education. International Journal of Engineering Pedagogy (iJEP). https://doi.org/10.3991/ijep.v13i1.36181.

Mousley, K. & Kelly, R. R. (1998). Problem Solving Strategies for Teaching Mathematics to Deaf Students. American Annals of the Deaf, 143(4), 325-336. DOI:10.1353/aad.2012.0082

Parhar, N., & Sensoy, Ö. (2011). Culturally Relevant Pedagogy Redux: Canadian Teachers' Conceptions of their Work and its Challenges. Canadian Journal of Education, 34, 189-218.

Philip, E. (2022). Teaching Models Used and Challenges Experienced in Secondary School Classes with Special Needs Learners in Tanzania. Issue 6. https://doi.org/10.46606/eajess2022v03i06.0244.

Ratner, V. L. (1985). Spatial-relationship deficits in deaf children: The effect on communication and classroom performance. American Annals of the Deaf, 130(3), 250–254.

Schley, S., & Stinson, M. (2016). Collaborative Writing in the Postsecondary Classroom: Online, In-Person, and Synchronous Group Work with Deaf, Hard-of-Hearing, and Hearing Students.. The Journal of Postsecondary Education and Disability, 29, 151-164.

Seemann, E. (2014). Teaching Mathematics in Online Courses - An Interactive Feedback and Assessment Tool. , 415-420. https://doi.org/10.5220/0004939204150420.

Sherman, M., & Cayton, C. (2015). Using Appropriate Tools Strategically for Instruction. The Mathematics Teacher, 109(4), 306-310. Retrieved Nov 10, 2023. DOI: 10.5951/mathteacher.109.4.0306

Slavin, R., & Lake, C. (2007). Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. Review of Educational Research, 78, 427 - 515. https://doi.org/10.3102/0034654308317473.

Wood, P., & Cajkler, W. (2017). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Further and Higher Education, 42, 313 - 326. https://doi.org/10.1080/0309877X.2016.1261093.

Zhi-wei, Z. (2010). Sign language in special art education. Journal of Changchun University.




DOI: http://dx.doi.org/10.25157/teorema.v9i1.12726

Refbacks

  • Saat ini tidak ada refbacks.


##submission.copyrightStatement##

Laman Teorema: https://jurnal.unigal.ac.id/index.php/teorema/index

Terindek: