Meningkatkan kemampuan mengenal pecahan pada anak tunagrahita melalui metode Guided Discovery
DOI:
https://doi.org/10.62385/literal.v2i01.101Keywords:
Tunagrahita, Metode Guided Discovery, Pecahan, Intellectual disability, Guided Discovery Method, FractionsAbstract
This research is motivated by the issues in SLB N 1 Padang concerning students in class VIII C who have low learning outcomes in understanding fractions. The assessment results found that students have difficulty understanding fractions, thus requiring a method to teach fractions, namely the Guided Learning method. This research aims to improve the process and learning outcomes of understanding fractions through the Guided Learning Method. The research method used is Classroom Action Research with qualitative data analysis. This research was conducted at SLBN 1 Padang with subjects being intellectually disabled children totaling 4 students in class VIII C. Based on the research results, the Guided Learning Method can improve the ability to understand fractions. This is evident from the increased learning outcomes of students in each cycle. This guided learning method could increase participation in learning and help students understand the material well because the teacher guides them at each stage of learning.
Downloads
References
Akbar, M. A., Hikmawati, H., & Rokhmat, J. (2020). Pengaruh Model Guided Inquiry Learning terhadap Hasil Belajar Siswa di SMAN 1 Pringgarata. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 4(2), 105-111.
Agus, I. (2019). Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy. Jurnal Riset Pendidikan Matematika, 6(2), 120-132.
Aisah, Siti., Lestari A.S.B., Supriyo., & Aufin M. (2022). Apakah Keaktifan Siswa Dapat Ditingkatkan Melalu Pembelajaran Kooperatif Dengan Metode Guided Discovery Learning?. International Journal of Progressive Mathematics Education, 2(1),1-14. https://doi.org/10.22236/ijopme.v2i1.8847
Aydemir, T., & Kayhan, H. C. (2013). Number Relationships on Students with Mild Mental Retardation. Procedia - Social and Behavioral Sciences, 106, 1949–1957. https://doi.org/10.1016/j.sbspro.2013.12.222
Erlinda, Y. (2016). Upaya Meningkatkan Hasil Belajar Matematika Perkalian Bersusun Kesamping Melalui Metode Drill Bagi Anak Tunagrahita Ringan. Jurnal Konseling Dan Pendidikan, 4(3), 18. https://doi.org/10.29210/18700
Farwati, A. I., & Syaripudin, T. (2021). Penerapan Metode Guided Reading untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolahdasar. Jurnal Pendidikan Guru Sekolah Dasar, 6(1), 91-102.
Handayani, S. L., & Sugiman. (2013). Media Gambar untuk Meningkatkan Daya Tarik Siswa dalam Belajar Matematika. PRSIMA, Prosiding Seminar Nasional Matematika, 2, 349–354.
Hartariani, L. L., Damayanthi, L. P. E., Wirawan, I. M. A., & Sunarya, I. M. G. (2016). Pengembangan Media Pembelajaran 3 Dimensi Pada Mata Pelajaran Matematika Untuk Siswa Penyandang Tunagrahita (Studi Kasus: Siswa Kelas D2/Semester 2 SLB C Negeri Singaraja). Jurnal Pendidikan Teknologi Dan Kejuruan, 13(2), 137–147. https://doi.org/10.23887/jptk.v13i2.8522
Iswari, M., Kasiyati, K., Zulmayetri, Z., & Ardisal, A. (2017). Bimbingan Teknis Penyusunan Proposal Penelitian Tindakan Kelas dan Penulisan Artikel pada Guru-guru Sekolah Dasar SD N 17 Limau Manis Padang. Jurnal Konseling Dan Pendidikan, 5(3), 156–162
Jumriani, J., Rahayu, R., Abbas, E. W., Mutiani, M., Handy, M. R. N., & Subiyakto, B. (2021). Kontribusi Mata Pelajaran IPS untuk Penguatan Sikap Sosial pada Anak Tunagrahita. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4651-4658.
Nurani, R. Z., Nugraha, F., & Arga, H. S. P. (2021). Penggunaan Metode Pembelajaran Guided Discovery untuk Meningkatkan Kemampuan Mengidentifikasi Unsur-unsur Intrinsik Dongeng di Sekolah Dasar. Jurnal Basicedu, 5(2), 627-635.
Nurhastuti, N., Zulmiyetri, Z., Budi, S., & Utami, I. S. (2021). Ketahanan mental keluarga anak berkebutuhan khusus dalam menghadapi new normal. Jurnal Buah Hati, 8(1), 20-32.
Tarigan, E. (2019). Efektivitas Metode Pembelajaran pada Anak Tunagrahita di SLB Siborong-Borong. JURNAL PIONIR, 5(3).
Rosmini, N. (2020). Pengaruh model pembelajaran penemuan terbimbing dalam meningkatkan kemampuan penalaran dan sikap matematis siswa. Jurnal Pedagogik Pendidikan Dasar, 7(1), 35-48.
Sari, L., Pratama, R. A., & Permatasari, B. I. (2020). Media Pembelajaran Puzzle Angka dan Corong Angka (PANCORAN) Bagi Anak Berkebutuhan Khusus (ABK). Kreano, Jurnal Matematika Kreatif-Inovatif, 11(1), 88–100. https://doi.org/10.15294/kreano.v11i1.23618
Sapitri, B. A., Masjudin, M., Pujilestari, P., & Mulianah, M. (2023). Penerapan Pembelajaran Guided Discovery Untuk Meningkatkan Motivasi Dan Pemahaman Konsep Matematika. Reflection Journal, 3(1), 30-42.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sri Riska Ade Permana SARI, Nurhastuti Nurhastuti, Fitriani Fitriani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).