Dyslexia is a type of learning difficulty in children in the form of reading disabilities, symptoms that are not caused by the ability of sight, hearing, intelligence, or skills in languagee, but rather to disturbances in the brain processes when processing the information it receives. The factors that couse dyslexia, are phenoological problems, educational factors, psychological factors, and biological factors. As for the characteristics of dyslexia, among others: symptoms of dyslexia in pre-school: 1), loves to mix up words and phrases, 2), difficulty learning the repetition of sounds (rhymes) and rhythms, 3) it’s hard to remember names, 4) late development in language, 5) happy to read a book, but not interested in words or letters, 6 it’s hard to dress. The characteristics of dyslexia at elementary school age: 1) difficulty reading and speeling, 2) often confused letters and numbers, 3) it’s hard to remember names, 4) difficult to understand the writing he read, 5. Slow at writing, 6 difficulty concentrating, 6) difficulty concentrating, 7) it’s hard to tell right and left, or the order of the week, 8) low self-esteem, and 9) still have difficulty in dressing. Abstrak Disleksia adalah jenis kesulitan belajar pada anak berupa ketidak mampuan membaca, gejala yang tidak disebabkan oleh kemampuan penglihatan, pendengaran, intelegensia, atau keterampilannya dalam berbahasa, melainkan lebih kepada gangguan dalam proses otak ketika mengolah informasi yang diterimanya. Faktor-faktor penyebab disleksia , adalah masalah fenoologi, faktor pendidikan, faktor psikologis, dan faktor biologis. Adapun ciri-ciri disleksia di antaranya: Ciri-ciri disleksia pada pra-sekolah: (1) Suka mencampur adukkan kata-kata dan frasa (2) Kesulitan mempelajari pengulangan bunyi (rima) dan irama (ritme), (3) Sulit mengingat nama, (4) Perkembangan dalam berbahasa yang terlambat, (5) Senang dibacakan buku, tetapi tidak tertarik dengan kata-kata atau huruf, (6) Sulit untuk berpakaian. Adapun ciri-ciri disleksia diusia sekolah dasar: (1) Sulit membaca dan mengeja, (2) Sering tertukar huruf dan angka, (3) Sulit mengingat alfabet atau mempelajari tabel, (4) Sulit mengerti tulisan yang ia baca, (5) Lambat dalam menulis, (6) Sulit konsentrasi, (7) Susah membedakan kanan dan kiri, atau urutan dalam sepekan, (8)Percaya diri yang rendah, (9) Masih tetap kesulitan dalam berpakaian. Kata Kunci: Disleksia, Kesulitan Belajar, dan Pendidikan
The problem that arises in this study is “How to analyze children’s thinking skills in solving a problem of introducing the function of the clock and the concept of time with Schoenfels’s theory”. In detail, the problem of how student’s critical thinking skills will be discussed in accordance with the five steps of problem solving according to Schoenfeld, namely Reading, Analysis, Exploration, Implementation, and Verification. Data collection through the method of tests, interviews, and documentation with the subject is three people selected with the criteria of one high- ability student, one medium- ability student, and one low- ability student. This research is qualitative, because the type of data in this study is qualitative in the form if description of words or sentences in the form of a picture. The result of the study concluded that of the three subjects who had high, medium, and low abilities there were differences in critical thinking abilities. In short, the subject with high ability is able to master 12 indicators of critical thinking well, while the subject with moderae ability is able to master 7 of the 12 existing indicators of critical thinking, and the subject with low ability is only able to master 5 of the 12 existing indicators of critical thinking. Abstrak Masalah yang muncul dalam penelitian ini yaitu “ Bagaimana analisa kemampuan berfikir anak dalam menyelesaikan suatu masalah pengenalan fungsi jam dan konsep waktu dengan teori Schoenfeld”. Secara rinci permasalahan bagaimana kemampuan berfikir kritis siswa yang akan dibahas sesuai dengan lima langkah pemecahan masalah menurut Schoenfeld yaitu Reading, Analysis, Exploration, Implementation, dan Verification. Pengumpulan data melalui metode tes, wawancara, dan dokumentasi dengan subjek adalah tiga orang yang dipilih dengan kriteria satu orang siswa berkemampuan tinggi, satu orang siswa berkemampuan sedang, dan satu orang siswa berkemampuan rendah. Penelitian Ini termasuk kualitatif , karena jenis data dalam penelitian ini bersifat kualitatif berupa deskripsi kata- kata ataupun kalimat dalam bentuk gamber. Hasil penelitian disimpulkan bahwa dari tiga subjek yang mempunyai kemampuan tinggi, sedang, dan rendah ada perbedaan dalam kemampuan berfikir kritis. Secara singkat yaitu subjek yang memiliki kemampuan tinggi mampu menguasai 12 indikator- indikator berfikir kritis dengan baik, sedangkan subjek berkemampuan sedang mampu mneguasai 7 dari 12 indikator berfikir kritis yang ada, dan subjek berkemampuan rendah hanya mampu mnguasai 5 dari 12 indikator berfikir kritis yang ada. Kata Kunci: Kemampuan Berfikir Kritis, Teori Schoenfeld
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