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All Journal Journal of Research and Advances in Mathematics Education Journal of Innovation Research and Knowledge JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Husna, Fadila
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Humanities Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Student with special needs and mathematics learning: A case study of an autistic student Sabaruddin, Sabaruddin; Mansor, Rosnidar; Rusmar, Irfan; Husna, Fadila
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11192

Abstract

The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.
Student with special needs and mathematics learning: A case study of an autistic student Sabaruddin, Sabaruddin; Mansor, Rosnidar; Rusmar, Irfan; Husna, Fadila
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11192

Abstract

The provision of mathematics for autistic students has not gained a special concern. In fact, many autistic children have good mathematical skills and some are even excellent. It imposes teachers to formulate and create effective strategies to teach autistic students. The purpose of this study was to determine teacher behavior and how to teach students with autism effectively. This study was designed as a qualitative case study research. It involved mathematics teacher, assistant teacher, student, and parents. Data were obtained through observations and interviews. The autistic student's attitude and behaviors during mathematics learning were investigated. It included examinations on the supporting and inhibiting factors in mathematics learning in a school for students with special educational needs/SLB. The result indicated that mathematics learning for students with autism as performed in inclusive education was different from regular education programs, in which teachers were required to adjust materials with students' psychological condition. It also revealed that the students had had focus issues; hence materials were mostly conveyed outside the lesson plan, particularly to introduce the basic material. The supporting factors included parents' motivation for the student to learn and behave appropriately and well-designed learning packages. Meanwhile, limited learning media and school facilities, as well as the absence of special teachers for students with autism, became the inhibiting factors for mathematics learning.
PEMANFAATAN TEPUNG OVERRIPE TEMPE TERHADAP KECERNAAN PROTEIN PUYUH PETELUR (COTURNIX COTURNIX JAPONICA) Husna, Fadila; Risdawati Br Ginting; Warisman, Warisman
Journal of Innovation Research and Knowledge Vol. 4 No. 6: Nopember 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v4i6.8828

Abstract

Penelitian ini bertujuan untuk mengetahui Kecernaan protein puyuh petelur dengan pemanfaatan tepung tempe overripe. Penelitian ini menggunakan rancangan acak lengkap (RAL) 4 perlakuan dengan 5 Ulangan. Perlakuan tepung overripe tempe terdiri dari: P0 = control, P1= 5 % tepung overripe tempe, P2 = 10% tepung overripe tempe, P3 = 15% tepung overripe tempe. Variable pengamatan dalam penelitian ini terdiri dari Konsumsi Protein, kecernaanProtein dan Rasio Efisiensi Protein. Hasil penelitian menunjukan bahwa pemanfaatan tepung overripe tempe berpengaruh tidak nyata (P >0,05) terhadap konsumsi protein, kecernaan protein, dan rasio efisiensi protein puyuh petelur.
Co-Authors Mansor, Rosnidar Risdawati br Ginting Rusmar, Irfan Sabaruddin Sabaruddin Warisman, Warisman Yundari, Yundari