The Effect of the Team-Games-Tournament Method on Improving the Learning Ability of Student with Hearing Impairment in Multiplication Concepts

Rusyani, Endang; Saepulloh, Anwar; Maryanti, Rina; Ragadhita, Risti; Husaeni, Dwi Fitria Al

doi:10.17509/ijomr.v1i2.37132

Cited by 9 publications

(10 citation statements)

References 13 publications

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“…To facilitate students with special needs in achieving learning, the use of methods and media that are following the needs of students is required. Methods and media that are in accordance with student needs make it easier for students to follow the learning process (Rusyani, 2021a). students with special needs can achieve the objectives of the national curriculum for science education in vocational schools, as well as students in general.…”

Section: Analysis Of Science Education Curriculum For Students With S...mentioning

confidence: 99%

“…Based on previous studies on taking care of students with special needs (Rusyani et al, 2020;Rusyani et al, 2021a;Rusyani et al, 2021b;Rusyani et al, 2021c;Hidayat et al, 2020), here, the purpose of this study was to determine the heat transfer subject for students with special needs in the curriculum in vocational schools, especially in the culinary department. The main novelty of this study was the focus, discussing heat transfer material in the curriculum in vocational schools for students with special needs.…”

Section: Introductionmentioning

confidence: 99%

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The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs

Maryanti¹,

Hufad²,

Sunardi³

et al. 2022

JEET

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The target of the learning process must refer to the national curriculum. Since each student has different potential, different techniques must be applied, especially for students with special needs (SSNs) that require special services and education when learning difficult subjects. Heat transfer is one of the crucial materials in a vocational school. However, to achieve the curriculum objectives, SSNs have limitations. Therefore, this study aims to determine the heat transfer material for SSNs in the curriculum in vocational schools (i.e. culinary department). This research used the descriptive qualitative method (i.e., literature study, interviews, and observations). The results showed that the curriculum of heat transfer was taught in grade X in vocational schools since it must become the basis for students for learning other materials in the next grades. The curriculum of heat transfer for SSNs is the same as that for general students. The difference lies in how educational services are carried out. A differentiated curriculum is one of the solutions commonly used by teachers to teach SSNs in achieving students’ learning outcomes. The main prospects gained from this study are (1) to become references for practitioners, educators, and teachers to understand how to teach SSNs, (2) to give knowledge on determining the curriculum of difficult subjects for SSNs in vocational high schools, and (2) to know how Indonesian teachers solve the issue in the curriculum. Keywords: Curriculum, Education, Heat transfer, Students with special needs, Vocational school

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Section: Analysis Of Science Education Curriculum For Students With S...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs

Maryanti¹,

Hufad²,

Sunardi³

et al. 2022

JEET

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“…They have different levels of hearing problems. Students can use hearing aids if their hearing problems are low, and they can still be assisted by these devices [26], [28]- [30]. Students with hearing impairments have the same level of intelligence as SV [27].…”

Section: A Teaching and Learning Of Ssnmentioning

confidence: 99%

Teaching Viscosity to Students with Special Needs in Vocational High Schools from Daily Products: From Literature Review on Concept, Misconception, to Teaching and Learning Process

Maryanti¹,

Hufad²,

Sunardi³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Students with special needs are students who have barriers in their developmental and academic aspects. They need a learning media that meets their needs. This study aimed to demonstrate the strategies in teaching using the experimental demonstration to students with special needs and to identify misconceptions during the teaching and learning process. To support our teaching strategies, an experimental demonstration (recorded by video as the learning media) was used. This study used an experimental method (single subject research) with A-B (Pre-test and Post-test) research design for students with special needs (i.e., intellectual disabilities and hearing impairment), and the results of teaching students with special needs were compared to that of teaching general vocational high school students. The experimental activity was done to get the viscosity level of eight substances (i.e., syrup, cooking oil, hand soap, liquid detergent, floor cleaner liquid, condensed milk, and mineral water). Condensed milk has the highest viscosity, and mineral water is the lowest. The result of this study showed that a combination of experimental demonstration and video is effective for improving the understanding of students with special needs, confirmed by the increasing pre and post-test results and supported by interviews. In addition, the identification data of the misconception test showed a decrease in misconceptions after carrying out the learning process using video. The use of interesting media with simple explanations made it easier for students with special needs to understand the material being taught.

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“…Furthermore, they explained that the intended learning strategy includes the nature, scope, and sequence of learning activities that can provide learning experiences to students. There are many reports on the learning strategies for students with special needs (Rusyani et al, 2021;Hartati et al, 2023;Rusyani et al, 2022a;Al Husaeni et al, 2023;Rusyani et al, 2022b;Maryanti, 2021;Maryanti et al, 2021a). In general, the components contained in the learning strategy are the objectives, materials or materials, methods, tools or media, and evaluation.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning Abilities of Students with Intellectual Disabilities for Cooking Indonesian Traditional Food “Opak Bakar”: From Step by Step Experiment to the Analysis

Apriyanti

2022

Indones. J. Community. Spec. Needs. Educ.

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Children with intellectual disabilities are children who experience delays in the development of intelligence, they experience various kinds of obstacles. Therefore, children with intellectual disabilities are less able to be developed their academic learning and require development in other learning, namely in learning skills, one of which is learning the skills of making Indonesian traditional food "Opak Bakar". The skill of making “Opak Bakar” is taught in schools. This study aims to determine the ability to make Indonesian traditional food “Opak Bakar” skills in class X children with intellectual disabilities. Following the objectives to be achieved, this study used a descriptive method with a qualitative approach, data obtained through observation, interviews, and documentation studies. This research was conducted on 3 children with intellectual disabilities and 1 class X skills teacher. One of the theories that underlie this research is the task analysis theory. The results showed that mild children with intellectual disabilities were able to make grilled “Opak Bakar”, which started by washing rice, making glutinous rice, adding rice flour, drying opak, and burning “Opak Bakar”. Some children find it difficult to mix the glutinous rice, print the glutinous rice into a rectangle, cut the “Opak Bakar” thin and rectangular shape and determine the color of the Indonesian traditional food “Opak Bakar”. This study recommends that schools complete skills teaching aids that are following the types of skills programs in schools.

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The Effect of the Team-Games-Tournament Method on Improving the Learning Ability of Student with Hearing Impairment in Multiplication Concepts

Cited by 9 publications

References 13 publications

The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs

The Curriculum of Heat Transfer in Vocational Schools for Students with Special Needs

Teaching Viscosity to Students with Special Needs in Vocational High Schools from Daily Products: From Literature Review on Concept, Misconception, to Teaching and Learning Process

Learning Abilities of Students with Intellectual Disabilities for Cooking Indonesian Traditional Food “Opak Bakar”: From Step by Step Experiment to the Analysis

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