Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Journal of General Education and Humanities
Kamid Kamid
Universitas Jambi, Jambi
Humanities Languange, Linguistic, Communication & Media Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Description of Process Skills of Students with Dyscalculia in Understanding the Concept of Counting Operations Through Ethnomathematics Ajeng Retno Pramesti; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.339

Abstract

Mathematics is fundamental in daily life and education, yet students with dyscalculia face significant challenges in mastering basic arithmetic operations. This study investigates how the ethnomathematics approach can develop process skills among students with dyscalculia. Using a qualitative descriptive method, two grade-six students with different levels of dyscalculia were studied through observations, tests, and interviews. Results indicate that students with moderate dyscalculia (S1) demonstrated progress in classification and calculation with minimal guidance, while those with severe dyscalculia (S2) required intensive support and showed limited progress. This suggests that ethnomathematics, which integrates cultural and contextual learning, is effective for students with learning disabilities but requires adaptation based on severity levels. Findings highlight the potential of culturally relevant methods in enhancing mathematical skills.
Profile of Mathematical Problem-Solving Ability in Students with Attention Deficit Hyperactivity Disorder (ADHD) Based on Their Emotional Intelligence Ferry Romadhona; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.382

Abstract

Mathematical problem-solving is a critical skill, particularly for students with Attention Deficit Hyperactivity Disorder (ADHD), whose abilities in this area are influenced by emotional intelligence. This study aims to analyze the mathematical problem-solving skills of ADHD students with their emotional intelligence levels. A qualitative case study approach was applied, involving three ADHD students with varying levels of emotional intelligence—high, moderate, and low. The results revealed that students with high and moderate emotional intelligence could meet all key indicators of mathematical problem-solving, including understanding the problem, planning solutions, implementing strategies, and evaluating results. However, students with moderate emotional intelligence exhibited less structured strategies and checking procedures. In contrast, ADHD students with low emotional intelligence struggled at all stages, particularly in understanding the problem and planning solutions, and were unable to perform double-checking. These findings highlight the significant role of emotional intelligence in enhancing mathematical problem-solving abilities in ADHD students. The higher the emotional intelligence, the better the students can solve mathematical problems. These results emphasize the need for tailored educational strategies integrating emotional intelligence development to support ADHD students' academic success.
Analyzing the Thinking Trajectory of Students with Dyscalculia in Solving Spatial Mathematical Problems Anisa Raihan Fadilla; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.445

Abstract

This study employs a qualitative descriptive case study design to explore the thinking trajectories of two seventh-grade junior high school students who exhibit symptoms of dyscalculia when solving mathematical spatial problems. Dyscalculia is a specific learning difficulty that affects a student’s ability to understand and manipulate numerical and spatial information. The research aims to analyze how these students process mathematical problems, particularly focusing on the second phase of Simon's learning trajectory theory: the thinking trajectory. The study assessed five cognitive stages: connection, representation, communication, reasoning, and problem-solving. The research was conducted at SLB Prof. Dr. Sri Soedewi Masjchun in Jambi, Indonesia, from January to February 2025. Data collection techniques included written tests and in-depth interviews. Findings indicate that students with dyscalculia demonstrated confusion and limitations in all five cognitive processes assessed. The students often showed non-linear thinking patterns, with disruptions evident at the connection and representation stages due to limited conceptual understanding and low visual-spatial ability. For instance, one student relied heavily on external help to recall shapes and formulate strategies. At the same time, another tended to use trial-and-error approaches, struggled to provide logical explanations, and demonstrated confusion when translating verbal information into visual form. The implications suggest that additional support and inclusive instructional strategies, such as using concrete visual aids or 3D models, are essential. Teachers should adapt their methods to accommodate students with dyscalculia, helping them improve spatial reasoning and mathematical comprehension.
Revealing Mathematics Learning Difficulties Among Students with Numerical Dyscalculia: An Analysis of Conceptual Understanding in Mathematics Najwa Olifia Annnisa Rambe; Kamid Kamid; Rohati Rohati
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.478

Abstract

This study employs qualitative descriptive case studies to examine mathematics learning difficulties in class VII students with dyscalculia, focusing on the use of mathematical concepts. Dyscalculia can be interpreted as a learning difficulty in calculating, although calculating skills are an essential foundation for solving mathematical problems and a primary means of mastering other fields of study. This study aims to analyse how students with dyscalculia experience difficulties in using mathematical concepts. This attitude focuses on three indicators of learning difficulties: (1) difficulty understanding concepts, (2) difficulties in calculations, and (3) difficulty in solving problems. This study was conducted at SMP Negeri 6 Jambi City, Jambi, Indonesia, in April 2025. Technical data collection, including written tests and interviews. This discovery indicates that students struggle to understand and apply mathematical concepts in algebraic operations. The observed errors include difficulties in conducting calculation operations, errors in writing positive and negative signs, and final answers that do not address the problem. In addition, according to the interview results, students acknowledge difficulties in completing additional operations, such as subtraction and multiplication, and have limited knowledge of algebraic concepts, including variables, coefficients, and constants. The findings offer a concrete illustration of these difficulties, particularly in algebraic operations.
Co-Authors Ajeng Retno Pramesti Anisa Raihan Fadilla Ferry Romadhona Najwa Olifia Annnisa Rambe Rohati Rohati