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All Journal Journal of Mathematics Learning Innovation (JMLI) Fundamentum: Jurnal Pengabdian Multidisiplin
Ni'matul Mahbubah
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Humanities Environmental Science Mathematics Social Sciences

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KESULITAN ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DALAM MENYELESAIKAN OPERASI BILANGAN DENGAN PEMBERIAN SCAFFOLDING BERBANTUAN PUZZLE: Kesulitan Anak Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Operasi Bilangan Dengan Pemberian Scaffolding Berbantuan Puzzle Lailah, Azza Nur; Ni'matul Mahbubah; Ulfa Masamah
Journal of Mathematics Learning Innovation Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

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Abstract

Children with intellectual disabilities often have difficulty understanding numerical concepts and performing arithmetic operations, which remains a common problem in mathematics education in special schools. This study aims to describe these difficulties and the changes in children's abilities after being given puzzle-assisted scaffolding. The study used a qualitative approach with a Single Subject Research (A–B–A) design, which included an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a child with moderate intellectual disability who still experienced difficulties in recognizing numbers and completing simple arithmetic operations. Data were collected through observation, interviews, and documentation, then analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that in phase A1, the child experienced difficulties in recognizing two-digit numbers, understanding operation symbols, and calculating independently. In phase B, scaffolding and puzzles helped improve children's understanding and accuracy in completing number operations. In phase A2, some of the acquired skills remained even without assistance, although they were not yet fully stable. This study concluded that puzzle-assisted scaffolding had a positive impact on the understanding of number operations in children with intellectual disabilities, but continuous practice was still needed to achieve consistency in skills.
Inovasi Pembelajaran Fiqih melalui Kinesthetic Games dan Small Group Discussion di Madrasah Diniyah Ahmad Rosikhul Fahmi; Karina Isnaini; Hilda Najmatul Laili; Syahda Nabila; Sheila Nafilah Sa'adah; Ananda Rona Rahman; Ahmad Nur Roziq Alfian Barik; Ni'matul Mahbubah; Muhammad Aly Multazam; Faridatun Nikmah
FUNDAMENTUM : Jurnal Pengabdian Multidisiplin Vol. 4 No. 2 (2026): Mei: FUNDAMENTUM : Jurnal Pengabdian Multidisiplin
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/fundamentum.v4i2.1673

Abstract

Islamic religious education at the Madrasah Diniyah level often relies on passive, one-directional teaching methods that reduce madrasah student engagement and long-term retention. This community service study aimed to improve the quality of Fiqh instruction at Madrasah Diniyah Al-Ishlah Kalirejo, Pasuruan, by implementing kinesthetic games, Small Group Discussion (SGD), and visual teaching aids within the framework of Kitab Mabadi’ Fiqhiyyah. A qualitative descriptive approach was employed through four participatory observation sessions, with visual documentation serving as primary data. The program was implemented in four thematic meetings covering funeral prayer procedures, tayammum, hajj simulation (tawaf), and najis classification. Findings indicate that kinesthetic games effectively reduced affective barriers and increased student focus, while the SGD model with a 1:8 mentor-to-student ratio enabled precise procedural correction for motor-based worship practices. The use of concrete teaching aids successfully transformed abstract Fiqh concepts into tangible, memorable knowledge. This study concludes that the integration of active learning methods, small-group mentoring, and visual media within traditional Islamic education settings can significantly enhance student engagement and comprehension. These findings offer a replicable pedagogical model for Madrasah Diniyah educators seeking to modernize instruction while preserving classical curriculum integrity.
Co-Authors Ahmad Nur Roziq Alfian Barik Ahmad Rosikhul Fahmi Ananda Rona Rahman FARIDATUN NIKMAH Hilda Najmatul Laili Karina Isnaini Lailah, Azza Nur Muhammad Aly Multazam Sheila Nafilah Sa'adah Syahda Nabila Ulfa Masamah