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All Journal JIEM TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan PTK: Jurnal Tindakan Kelas
Mahardiyanti, Taurinda
Universitas Doktor Nugroho Magetan
Education Mathematics

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FAKTOR YANG MEMPENGARUHI TINGKAT PEMAHAMAN MATEMATIKA SISWA TUNANETRA Mahardiyanti, Taurinda; Darmo, Santi Yudhawati
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 3, No 2 (2017)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

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Abstract

This research aims to know the factors that influence profound visual disability student’s understanding on mathematics at Glonggong subdistrict of Putra Idhata SLB Dolopo Madiun Regency. This research included in the descriptive qualitative research, collection of data in this study use techniques of observation, interview and documentation. While the data were analyzed interactively through data reduction, data presentation, and data verification, and to check the validity of the data is done by triangulation techniques and resources. Based on the results of the research, the factors affecting profound visual disability students in learning mathematics in SLB Putra Idhata Glonggong Madiun Regency Dolopo Sub can be distinguished into two factors, namely the intrinsic factor and extrinsic factors. the intrinsic factor that affect the level of student’s understanding in mathematics includes: a) profound visual disability  student's physical conditions); b) the intelligence of students; c) lack of stimulus and motivation; d) psychological factors of students before the study begins; and e) causes and time of occurrence of becoming profound visual disability. Whereas extrinsic factors that affect the level of student’s understanding in mathematics including: a) the condition of inadequate class; b) lack of media used by teachers in learning mathematics; c) existence of teachers; and d) material being taught.
FAKTOR YANG MEMPENGARUHI TINGKAT PEMAHAMAN MATEMATIKA SISWA TUNANETRA Taurinda Mahardiyanti; Santi Yudhawati Darmo
JIEM | JURNAL ILMIAH EDUKASI MATEMATIKA Vol 3, No 2 (2017)
Publisher : Universitas Katolik Widya Mandala Surabaya Kampus Kota Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to know the factors that influence profound visual disability student’s understanding on mathematics at Glonggong subdistrict of Putra Idhata SLB Dolopo Madiun Regency. This research included in the descriptive qualitative research, collection of data in this study use techniques of observation, interview and documentation. While the data were analyzed interactively through data reduction, data presentation, and data verification, and to check the validity of the data is done by triangulation techniques and resources. Based on the results of the research, the factors affecting profound visual disability students in learning mathematics in SLB Putra Idhata Glonggong Madiun Regency Dolopo Sub can be distinguished into two factors, namely the intrinsic factor and extrinsic factors. the intrinsic factor that affect the level of student’s understanding in mathematics includes: a) profound visual disability  student's physical conditions); b) the intelligence of students; c) lack of stimulus and motivation; d) psychological factors of students before the study begins; and e) causes and time of occurrence of becoming profound visual disability. Whereas extrinsic factors that affect the level of student’s understanding in mathematics including: a) the condition of inadequate class; b) lack of media used by teachers in learning mathematics; c) existence of teachers; and d) material being taught.
Analisis Faktor Penyebab Kesulitan Belajar Matematika Siswa Sekolah Dasar Mahardiyanti, Taurinda
PTK: Jurnal Tindakan Kelas Vol. 5 No. 1 (2024): November 2024
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i1.537

Abstract

Students continue to face learning difficulties during the process of learning mathematics. Disturbances in one or more basic psychological functions, such as understanding and using spoken or written language, are known as learning disabilities. The purpose of this study was to identify the elements that contribute to children's challenges in learning mathematics and to outline strategies to overcome these problems for students in grade II of Elementary School. Data for this qualitative descriptive study were collected through documentation, unstructured interviews, and observations. Triangulation and increased persistence were the data validity strategies used. On the other hand, data analysis involved collecting, reducing, presenting, and drawing conclusions from data. Students' poor attitudes towards learning mathematics, lack of interest in learning, low motivation to learn, and less than ideal physical health are internal influencing factors that come from within the students. External influences include the use of less than ideal learning materials, less diverse teaching strategies, classrooms that are still full of trash, lack of infrastructure and equipment, especially teaching aids, and the home environment. Low motivation and interest of students, as well as family and environmental conditions, are the root causes of learning challenges. Organizing additional and remedial lesson programs, motivating children verbally, and giving them rewards are the best efforts that can be made.
PEMBELAJARAN BERBASIS PERMAINAN UNTUK PENGEMBANGAN LITERASI NUMERIK AWAL PADA ANAK PRASEKOLAH DENGAN GEJALA ADHD: STUDI KUASI-EKSPERIMEN DI TAMAN KANAK-KANAK Santi Yudhawati Darmo; Taurinda Mahardiyanti
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i2.12459

Abstract

Preschool children exhibiting symptoms of Attention Deficit Hyperactivity Disorder (ADHD) face considerable challenges in developing early numerical literacy due to deficits in executive function, sustained attention, and response inhibition. This study aims to examine the effectiveness of a game-based learning (GBL) approach in enhancing early numerical literacy competencies among children aged 4-6 years displaying ADHD symptoms in a preschool setting. A quasi-experimental design with pre-test and post-test measurements was employed with a single treatment group (N = 18), selected through the Conners' Early Childhood Rating Scale (Conners EC). The intervention comprised 10 structured game sessions over five weeks, targeting five dimensions of early numerical literacy: number recognition, one-to-one correspondence, comparison and ordering, number decomposition, and informal arithmetic. Results indicate a mean gain score of 4.18 points (from 3.36 to 7.54 on a 10-point scale) with statistical significance of p < 0.01 across all measured dimensions. Behavioral observations further revealed a 55.6% increase in active engagement duration and a 50.0% improvement in task completion without distraction. These findings suggest that GBL, when designed with structured responsiveness to ADHD characteristics, constitutes an effective pedagogical approach for supporting early numerical development. ABSTRAK Anak prasekolah dengan gejala Attention Deficit Hyperactivity Disorder (ADHD) menghadapi tantangan signifikan dalam mengembangkan literasi numerik awal akibat defisit fungsi eksekutif, perhatian, dan inhibisi respons. Penelitian ini bertujuan menguji efektivitas pendekatan pembelajaran berbasis permainan (game-based learning/GBL) dalam meningkatkan kemampuan literasi numerik awal pada anak usia 4-6 tahun yang menunjukkan gejala ADHD di lingkungan prasekolah. Penelitian menggunakan desain kuasi-eksperimen dengan rancangan pre-test dan post-test pada satu kelompok perlakuan (N = 18) yang diseleksi melalui Conners' Early Childhood Rating Scale (Conners EC). Intervensi dilaksanakan dalam 10 sesi permainan terstruktur selama lima minggu yang mencakup lima dimensi literasi numerik: pengenalan angka, korespondensi satu-satu, komparasi dan urutan, dekomposisi angka, serta aritmatika informal. Hasil penelitian menunjukkan peningkatan rata-rata gain score sebesar 4,18 poin (dari 3,36 menjadi 7,54 pada skala 10) dengan nilai signifikansi p < 0,01 pada seluruh dimensi yang diukur. Selain itu, observasi perilaku menunjukkan peningkatan durasi keterlibatan aktif sebesar 55,6% dan kemampuan penyelesaian tugas tanpa distraksi sebesar 50,0%. Temuan ini mengindikasikan bahwa GBL yang dirancang secara terstruktur dan responsif terhadap karakteristik ADHD merupakan pendekatan efektif untuk mendukung perkembangan numerasi awal.
Co-Authors Darmo, Santi Yudhawati