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All Journal Jurnal Karya Pendidikan Matematika Journal of Research in Science and Mathematics Education Jurnal Pendidikan Matematika Universitas Lampung
Mega Suliani
Institut Sains dan Teknologi Muhammadiyah Tarakan
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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SHORT REVIEW: MEDIA PEMBELAJARAN UNTUK PESERTA DIDIK TUNANETRA DALAM MENGAKSES BERBAGAI KONSEP MATEMATIKA Siti Mutmainah; Mega Suliani
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.124-135

Abstract

Tinjauan pustaka ini menyelidiki pengembangan dan implementasi media pembelajaran matematika inovatif yang dirancang khusus untuk siswa tunanetra, dengan mengatasi tantangan pedagogis yang ditimbulkan oleh sifat visual konsep matematika. Metodologi pengajaran konvensional seringkali terbukti tidak efektif bagi siswa ini, menghambat penguasaan konsep abstrak, visualisasi spasial, dan manipulasi simbolik. Studi ini mensintesis temuan dari enam inisiatif penelitian yang berfokus pada paradigma pedagogi adaptif. Inovasi inti adalah pemanfaatan strategis materi taktil dan multisensori, yang menekankan tekstur, Braille, dan konfigurasi geometris timbul, yang memberdayakan siswa untuk mengeksplorasi dan memanipulasi konstruksi matematika melalui indra peraba mereka. Kemajuan utama meliputi alat bantu 3D untuk geometri ruang, buku Braille untuk bangun datar, manipulatif kayu untuk numerasi awal (misalnya, "Brama"), sistem Braille dan audio terintegrasi (misalnya, "Blind's Playpad"), dan papan koordinat Kartesius taktil (misalnya, PANDIKAR). Kemanjuran sumber daya ini sangat didukung oleh neuroplastisitas, di mana sistem saraf pusat individu dengan gangguan penglihatan mengompensasi defisit sensorik melalui jaringan saraf yang terorganisasi ulang dan pemrosesan yang ditingkatkan melalui sentuhan dan pendengaran. Adaptasi ini menjadikan masukan sensorik multimoda sangat diperlukan untuk konseptualisasi matematika yang mendalam. Akibatnya, instrumen adaptif ini berfungsi sebagai jembatan vital yang mendorong pemahaman konseptual matematika yang mendalam dan mandiri bagi siswa tunanetra.
Mathematical Communication in Mathematics Education: Productivity, Impact, and Emerging Themes from a Bibliometric Perspective Yuni Arrifadah; Mega Suliani
Journal of Research in Science and Mathematics Education Vol. 5 No. 1 (2026): April
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i1.1981

Abstract

Purpose: Mathematical communication is a key competence in mathematics education that supports students’ reasoning, conceptual understanding, and problem solving. Despite the growing volume of empirical studies, a systematic overview of research trends and scholarly influence in this field remains limited. Methodology: This study aims to map the research landscape of mathematical communication in mathematics education through a bibliometric analysis. A total of 141 English-language journal articles published between 2015 and 2025 were retrieved from the Scopus database and selected following PRISMA guidelines. Bibliometric techniques—including publication and citation analysis, country and institutional performance analysis, and keyword co-occurrence analysis—were conducted using VOSviewer. Findings: The results show a steady increase in research output, particularly after 2019, with Indonesia emerging as the most productive country in terms of publication count. Significance: Research themes are predominantly centered on instructional strategies, student learning outcomes, problem solving, and mathematical literacy. These findings provide conceptual insights into the evolution of mathematical communication research and inform future theoretical and methodological developments in mathematics education.
An Ethnographic Study of Abacus Use Among Visually Impaired Individuals in Solving Addition and Subtraction Problems Siti Mutmainah; Mega Suliani
Jurnal Pendidikan Matematika Universitas Lampung Vol. 14 No. 2 (2026): Jurnal Pendidikan Matematika Universitas Lampung
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v14i2.pp147-156

Abstract

This study explores the use of the abacus (sempoa) as a tactile learning tool by visually impaired elementary school students in solving addition and subtraction problems. Employing a qualitative case study approach with an ethnographic orientation, this research involved three visually impaired elementary school students selected through purposive sampling. The participants were chosen based on three criteria: having visual impairment, possessing prior experience in using the abacus, and being actively involved in learning addition and subtraction operations.  Data were collected through participant observation, in-depth interviews, and analysis of modified abacus artifacts. The findings reveal that the abacus functions as a “tactile cognitive map,” enabling students to bridge abstract mathematical concepts and physical reality. Students employed a consistent two-handed technique, where the left hand guided place value and the right hand executed bead movements. Addition involved moving beads toward the center bar, whereas subtraction involved moving them away, reflecting complex mental restructuring during “carrying” and “borrowing” tasks. The effectiveness of abacus use depended on fingertip sensitivity, procedural consistency, and working memory. Ultimately, the abacus supported students’ independence, confidence, and participation in inclusive mathematics learning.
Cognitive Barriers in Reconstructing the Concepts of Squares and Triangles Among Adventitiously Blind Students Siti Mutmainah; Mega Suliani
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2415

Abstract

Purpose: Geometric concept reconstruction requires learners to identify, integrate, and verify defining attributes of shapes within coherent conceptual structures. For adventitiously blind students, this process is particularly complex because prior visual experiences must be coordinated with tactile information obtained after vision loss. Methodology: This exploratory single-case study aimed to analyze the cognitive barriers experienced by an adventitiously blind junior high school student in reconstructing the concepts of squares and triangles through tactile manipulation. Data were collected through concept reconstruction tasks using wooden sticks, observations of tactile exploration, photographic documentation, and semi-structured interviews. The data were analyzed using thematic coding supported by triangulation across observation, interview, and documentation sources. Findings: The findings showed that the participant identified geometric figures primarily based on the number of sides. Although the triangle was reconstructed as a closed figure, the square reconstruction did not fully satisfy formal geometric properties because closure, side relationships, and overall regularity were not consistently coordinated. Three interrelated cognitive barriers emerged: geometric attribute integration, representational translation, and geometric verification. Significance: These barriers appeared to form an interconnected sequence within the participant's tactile concept reconstruction process. The findings suggest that geometry instruction for adventitiously blind learners should provide explicit scaffolding for integrating attributes, translating conceptual knowledge into tactile actions, and verifying geometric structures holistically.
Co-Authors Siti Mutmainah Siti Mutmainah Siti Mutmainah Yuni Arrifadah