Article Sidebar

Published
Sep 15, 2023
Download
PDF
Statistic
Read Counter : 0 Download : 249

Main Article Content

Abstract

Technology-based learning media is still lacking for special needs students in mathematics. Based on observations and interviews with Special School (SLB) teachers, the learning media used were still monotonous, such as picture books and writing using a blackboard. This research aims to develop e-comic math using the App Pixton application, which is valid and practical for children with special needs in SLB. The research method used is Plomp model development research in the prototype development phase: self-evaluation, expert review, and one-to-one evaluation. The data collection instruments used were a questionnaire and mathematical concepts on addition and subtraction topics for students with special needs. The research subjects were 21 students and 5 teachers from 5 different special schools in 5 West Sumatra, Indonesia cities. The study results show that the media developed is valid and practical for students with deaf and intellectual disabilities. This research implies that teachers must be able to develop other IT-based learning media to help students with special needs learn mathematics like normal children.

Keywords

Design research E-comic Mathematical concepts Proton-electron media Special needs students

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

  1. Asuncion, J. V., Budd, J., Fichten, C. S., Nguyen, M. N., Barile, M., & Amsel, R. (2012). Social media use by students with disabilities. Academic Exchange Quarterly, 16(1), 30-35.

  2. Augustha, A., Susilawati, S., & Haryati, S. (2021). Pengembangan e-lkpd berbasis discovery learning menggunakan aplikasi adobe acrobat 11 pro extended pada materi kesetimbangan ion dan ph larutan garam untuk kelas xi SMA/MA sederajat [Development of e-LKPD based on discovery learning using the Adobe Acrobat 11 Pro Extended application on ionic balance and pH of salt solutions for class 10 SMA/MA equivalent]. Journal of Research and Education Chemistry, 3(1), 28-28. https://doi.org/10.25299/jrec.2021.vol3(1).6485

  3. Ayuningtyas, F., & Sevilla, V. (2020). Pendampingan dan pengenalan teknologi berbasis internet kepada anak berkebutuhan khusus di SLB C Budi Daya, Jakarta Timur [Assistance and introduction of internet-based technology to children with special needs at SLB C Budi Daya, East Jakarta]. Jurnal Komunitas: Jurnal Pengabdian Kepada Masyarakat, 3(1), 51-59. https://doi.org/10.31334/jks.v3i1.970

  4. Brame, P. B. (2000). Using picture storybooks to enhance social skills training of special needs students. Middle School Journal, 32(1), 41-46. https://doi.org/10.1080/00940771.2000.11495257

  5. Cagiltay, K., Cakir, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2), 189-205. https://doi.org/10.17275/per.19.21.6.2

  6. de Mesquita, P. (2004). Teaching children to write: A conceptual framework for instructional decision making. In P. V. Westkott & K. L. Johnson (Eds.), Writing like writers: Guiding elementary children through a writer's workshop (pp. 261-272). Routledge.

  7. Ebby, C., Hulbert, E., & Broadhead, R. (2020). A focus on addition and subtraction: Bringing mathematics education research to the classroom. Routledge. https://doi.org/10.4324/9781003038337

  8. Fernández-López, Á., Rodríguez-Fórtiz, M. J., Rodríguez-Almendros, M. L., & Martínez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90. https://doi.org/10.1016/j.compedu.2012.09.014

  9. Gonçalves, T., & Lemos, M. (2014). Personal and social factors influencing students’ attitudes towards peers with special needs. Procedia - Social and Behavioral Sciences, 112, 949-955. https://doi.org/10.1016/j.sbspro.2014.01.1253

  10. Hardianti, S., & Zulkardi, Z. (2019). Students mathematical literacy abilities in solving PISA type math problem with LRT context. Journal of Physics: Conference Series, 1315(1), 012016. https://doi.org/10.1088/1742-6596/1315/1/012016

  11. Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019). Beliefs of junior high school teachers on learning process on mathematical problem solving. Journal of Physics: Conference Series, 1157(3), 032112. https://doi.org/10.1088/1742-6596/1157/3/032112

  12. Harisman, Y., Kusumah, Y. S., Kusnandi, K., & Noto, M. S. (2019). the teachers' experience background and their profesionalism. Infinity Journal, 8(2), 129-142. https://doi.org/10.22460/infinity.v8i2.p129-142

  13. Harisman, Y., Noto, M. S., & Hidayat, W. (2020). Experience student background and their behavior in problem solving. Infinity Journal, 9(1), 59-68. https://doi.org/10.22460/infinity.v9i1.p59-68

  14. Harisman, Y., Noto, M. S., & Hidayat, W. (2021). Investigation of students' behavior in mathematical problem solving. Infinity Journal, 10(2), 235-258. https://doi.org/10.22460/infinity.v10i2.p235-258

  15. Harisman, Y., Noto, M. S., Hidayat, W., Habibi, M., & Sovia, A. (2021). Pedagogies and didactic of junior high school teachers on learning process on mathematical problem solving. International Journal of Early Childhood Special Education, 13(2), 807-821.

  16. Hartati, A. D., Maryanti, R., Azizah, N. N., Al Husaeni, D. F., Wulandary, V., & Irawan, A. R. (2023). Webtoon comic media to improve reading comprehensions for students with hearing impairment in special primary schools. ASEAN Journal of Community and Special Needs Education, 2(1), 9-16.

  17. Hendriana, H., Prahmana, R. C. I., Ristiana, M. G., Rohaeti, E. E., & Hidayat, W. (2022). The theoretical framework on humanist ethno-metaphorical mathematics learning model: An impactful insight in learning mathematics. Frontiers in Education, 7, 1030471. https://doi.org/10.3389/feduc.2022.1030471

  18. Hidayat, W., & Aripin, U. (2019). The improvement of students’ mathematical understanding ability influenced from argument-driven inquiry learning. Journal of Physics: Conference Series, 1157(3), 032085. https://doi.org/10.1088/1742-6596/1157/3/032085

  19. Hidayat, W., & Aripin, U. (2023). How to develop an E-LKPD with a scientific approach to achieving students' mathematical communication abilities? Infinity Journal, 12(1), 85-100. https://doi.org/10.22460/infinity.v12i1.p85-100

  20. Hidayat, W., & Husnussalam, H. (2019). The adversity quotient and mathematical understanding ability of pre-service mathematics teacher. Journal of Physics: Conference Series, 1315(1), 012025. https://doi.org/10.1088/1742-6596/1315/1/012025

  21. Hidayat, W., Rohaeti, E. E., Ginanjar, A., & Putri, R. I. I. (2022). An ePub learning module and students' mathematical reasoning ability: A development study. Journal on Mathematics Education, 13(1), 103-118. https://doi.org/10.22342/jme.v13i1.pp103-118

  22. Hidayat, W., Rohaeti, E. E., Hamidah, I., & Putri, R. I. I. (2023). How can Android-based Trigonometry Learning improve the math learning process? Frontiers in Education, 7, 1016. https://doi.org/10.3389/feduc.2022.1101161

  23. Irwandi, I., Khairuddin, K., Alwi, N. A., & Helsa, Y. (2019). Classroom action research for improving teacher’s profesionalism. Journal of Physics: Conference Series, 1321(2), 022093. https://doi.org/10.1088/1742-6596/1321/2/022093

  24. Jelatu, S., Sariyasa, S., & Ardana, I. M. (2018). Effect of GeoGebra-aided REACT strategy on understanding of geometry concepts. International Journal of Instruction, 11(4), 325-336. https://doi.org/10.12973/iji.2018.11421a

  25. Kullberg, A., Björklund, C., Brkovic, I., & Runesson Kempe, U. (2020). Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns. Educational Studies in Mathematics, 103(2), 157-172. https://doi.org/10.1007/s10649-019-09927-1

  26. Motta, M., Stecula, D., & Farhart, C. (2020). How right-leaning media coverage of COVID-19 facilitated the spread of misinformation in the early stages of the pandemic in the U.S. Canadian Journal of Political Science/Revue canadienne de science politique, 53(2), 335-342. https://doi.org/10.1017/S0008423920000396

  27. Muhazir, A., & Retnawati, H. (2020). The teachers’ obstacles in implementing technology in mathematics learning classes in the digital era. Journal of Physics: Conference Series, 1511(1), 012022. https://doi.org/10.1088/1742-6596/1511/1/012022

  28. Muir, T., & Beswick, K. (2007). Stimulating reflection on practice: using the supportive classroom reflection process. Mathematics Teacher Education and Development, 8, 74-93.

  29. Plomp, T. (2013). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), Educational design research (pp. 10-51). SLO.

  30. Rahmasantika, D., & Prahmana, R. C. I. (2022). Math e-comic cerita rakyat joko kendil dan si gundul untuk menumbuhkan kemampuan berpikir kritis siswa tunarungu [Math e-comic folk tale Joko Kendil and Si Gundul to foster critical thinking skills in deaf students]. Aksioma, 11(2), 787-805. https://doi.org/10.24127/ajpm.v11i2.4971

  31. Roy, G. J. (2014). Developing prospective teachers' understanding of addition and subtraction with whole numbers. IUMPST: The Journal, 2, 1-15.

  32. Sabaruddin, S., Mansor, R., Rusmar, I., & Husna, F. (2020). Student with special needs and mathematics learning: A case study of an autistic student. Journal of Research and Advances in Mathematics Education, 5(3), 317-330. https://doi.org/10.23917/jramathedu.v5i3.11192

  33. Sahat, N., Tengah, K. A., & Prahmana, R. C. I. (2018). The teaching and learning of addition and subtraction of integers through manipulative in Brunei Darussalam. Journal of Physics: Conference Series, 1088(1), 012024. https://doi.org/10.1088/1742-6596/1088/1/012024

  34. Shamir, A., & Lifshitz, I. (2013). E-Books for supporting the emergent literacy and emergent math of children at risk for learning disabilities: can metacognitive guidance make a difference? European Journal of Special Needs Education, 28(1), 33-48. https://doi.org/10.1080/08856257.2012.742746

  35. Wibowo, E., & Pratiwi, D. D. (2018). Pengembangan bahan ajar menggunakan aplikasi kvisoft flipbook maker materi himpunan [Development of teaching materials using the kvisoft flipbook maker application for set materials]. Desimal: Jurnal Matematika, 1(2), 147-156. https://doi.org/10.24042/djm.v1i2.2279

  36. Winda, R., & Dafit, F. (2021). Analisis kesulitan guru dalam penggunaan media pembelajaran online di sekolah dasar [Analysis of Teacher Difficulties in Using Online Learning Media in Elementary Schools]. Jurnal Pedagogi Dan Pembelajaran, 4(2), 211-221. https://doi.org/10.23887/jp2.v4i2.38941

  37. Wulandari, S., Wijaya, O. D., Laksono, I. T., & Hidajat, R. (2020). Penggunaan media pembelajaran berbasis teknologi pada guru seni budaya MTs se-kota Malang [The use of technology-based learning media among MTs arts and culture teachers throughout the city of Malang]. JPKS (Jurnal Pendidikan dan Kajian Seni), 5(1).

  38. Zetriuslita, Z., Nofriyandi, N., & Istikomah, E. (2020). The effect of geogebra-assisted direct instruction on students’self-efficacy and self-regulation. Infinity Journal, 9(1), 41-48. https://doi.org/10.22460/infinity.v9i1.p41-48