Android-based shopping skill for mentally-disable student

Purnami, Agustina Sri; Mulyoto, Mulyoto; Winoto, Bekti

doi:10.11591/edulearn.v14i3.16110

Cited by 6 publications

(6 citation statements)

References 22 publications

(27 reference statements)

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“…For that mathematical knowledge needs to be given to mental retardation students. This is in line with previous research which states that learning mathematics for mentally retarded students is important [31], [32], so that they have basic numeracy skills [33], [34], and they can be independent in navigating everyday life [35]. In addition, by studying mathematics, students with intellectual disabilities have a greater chance to successfully navigate life in the future when compared to not studying mathematics.…”

Section: Introductionsupporting

confidence: 90%

Number recognition development with number card: Single subject research

Istiqomah

Yuliani²,

Ekawati³

et al. 2022

IJERE

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<span lang="EN-US">Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.</span>

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Section: Introductionsupporting

confidence: 90%

Number recognition development with number card: Single subject research

Istiqomah

Yuliani²,

Ekawati³

et al. 2022

IJERE

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“…Karena pada dasarnya pendidikan menjadi wadah untuk membantu peserta didik dalam mengembangkan potensinya. Sehingga dibutuhkan inovasi dan penggunaan teknologi yang optimal sebagai media pembelajaran yang menarik agar dapat diterima oleh siswa (Purnami & Winoto, 2020;Ilmi et al, 2021).…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Mahasiswa terhadap E-modul Fisika Matematika

Simamora

Astalini

Kurniawan

2022

jpm

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Penelitian ini bertujuan untuk menganalisis kebutuhan mahasiswa terhadap e-modul Fisika Matematika. Penelitian ini menggunakan jenis penelitian survei dengan pendekatan penelitian kuantitatif dan kualitatif. Populasi penelitian adalah mahasiswa Pendidikan Fisika Universitas Jambi dengan jumlah sampel 35 mahasiswa. Pengambilan sampel dilakukan dengan menggunakan teknik purposive sampling. Teknik analisis data yang digunakan dalam penelitian adalah analisis data statistik deskriptif dan analisis miles dan huberman. Hasil penelitian menunjukkan bahwa 42,86% mahasiswa setuju adanya e-modul Fisika Matematika dengan nilai mean 21,94 berada pada kriteria setuju. Ini didukung dengan hasil data kualitatif melalui wawancara yang menyatakan bahwa mahasiswa membutuhkan adanya sumber belajar tambahan e-modul Fisika Matematika agar mahasiswa dapat memahami materi pembelajaran. Penggunaan e-modul pada mata kuliah Fisika Matematika dapat membantu mahasiswa belajar secara mandiri. Penelitian ini dapat dijadikan sebagai referensi untuk penelitian e-modul Fisika Matematika ke depannya.

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“…Even though studying mathematics for mentally retarded children and dyscalculia is challenging (Furlong et al, 2015;Montague & Jitendra, 2012;Walcott & Romain, 2019) mentally retarded children with dyscalculia are expected to have the ability to count (Pontius, 1983;Ramaa, 2014) so that they can navigate their daily lives more independently and do not depend on others (Purnami et al, 2020). For someone who has barriers to the function of intelligence, and barriers to social behavior, including barriers to learning functions such as dyscalculia to have good numeracy skills they must first be introduced to natural numbers.…”

Section: Introductionmentioning

confidence: 99%

Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

Widodo

Prihatiningsih

Taufiq

2021

Participatory Educational Research

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Dyscalculia is one of the barriers to learning for students with some special mental retardation needs. Students with intellectual disabilities may also have dyscalculia. In that sense, in learning mathematics, it is necessary to use various learning media. Related to this condition, the present study aims to determine the effect of the use of instructional video media to introduce natural numbers to students who experience mental retardation with dyscalculia. This type of research is an experimental research design with a single subject. This single-subject research uses the A -B method. The research subjects were chosen based on a purposive sampling technique because the researchers had to find subjects with mental retardation as well as dyscalculia characteristics with these characteristics one elementary special school in Yogyakarta was found. Data collection techniques involved using the method of observation, interviews to determine the characteristics of the subject, tests to determine the ability of subjects to recognize natural numbers. The results of this study indicate that interactive media positively influences the ability to recognize natural numbers in mentally retarded children with dyscalculia. This can be seen from the average score obtained by the subjects before being given an intervention that is 30 and increased to 54 after being given an intervention.

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Android-based shopping skill for mentally-disable student

Cited by 6 publications

References 22 publications

Number recognition development with number card: Single subject research

Number recognition development with number card: Single subject research

Analisis Kebutuhan Mahasiswa terhadap E-modul Fisika Matematika

Single subject research: use of interactive video in children with developmental disabilities with dyscalculia to introduce natural numbers

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