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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Journal of Childhood Development
Marini, Riri
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Education Mathematics

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Curiosity and digital communication of mildly autistic students with realistic mathematic learning approach using the Quizizz Nuraida, Elis Muslimah; Santri, Diah Dwi; Wulandari, Chintia Putri; Marini, Riri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18531

Abstract

Communication is a key factor in the exchange of emotions and information during interactions. In fact, in schools, most children with disabilities, such as autism, experience significant verbal communication difficulties. Only about 45% of students with autism can communicate verbally, while 55% still rely on nonverbal communication or assistance. Additionally, students with autism have limitations in expressing their emotions, making them highly prone to tantrums. This is one of the reasons why teachers in schools often hesitate to provide digital media to students with autism. Digital communication is also a form of communication skills, but it is based on Information and Communication Technology (ICT) to facilitate relationships and interactions with others. This study aims to explore how the curiosity and digital communication skills of students with autism can be enhanced through a realistic mathematics learning approach using Quizizz. This research employs a descriptive qualitative method, utilizing data collection techniques such as interviews, observations, and documentation. The findings, based on observational instruments conducted over three sessions, indicate that students' digital communication skills improved in each session, increasing from 44% to over 80%. Furthermore, the use of Quizizz also contributed to enhancing the verbal communication skills of students with autism. Through Quizizz, students with autism were able to practice self-expression, select answers, and even interact with their peers in game mode. This research provides valuable insights into how students with moderate autism respond to realistic and interactive mathematics learning while helping educators better understand their special needs and develop more effective teaching strategies.
Curiosity and digital communication of mildly autistic students with realistic mathematic learning approach using the Quizizz Nuraida, Elis Muslimah; Santri, Diah Dwi; Wulandari, Chintia Putri; Marini, Riri
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18531

Abstract

Communication is a key factor in the exchange of emotions and information during interactions. In fact, in schools, most children with disabilities, such as autism, experience significant verbal communication difficulties. Only about 45% of students with autism can communicate verbally, while 55% still rely on nonverbal communication or assistance. Additionally, students with autism have limitations in expressing their emotions, making them highly prone to tantrums. This is one of the reasons why teachers in schools often hesitate to provide digital media to students with autism. Digital communication is also a form of communication skills, but it is based on Information and Communication Technology (ICT) to facilitate relationships and interactions with others. This study aims to explore how the curiosity and digital communication skills of students with autism can be enhanced through a realistic mathematics learning approach using Quizizz. This research employs a descriptive qualitative method, utilizing data collection techniques such as interviews, observations, and documentation. The findings, based on observational instruments conducted over three sessions, indicate that students' digital communication skills improved in each session, increasing from 44% to over 80%. Furthermore, the use of Quizizz also contributed to enhancing the verbal communication skills of students with autism. Through Quizizz, students with autism were able to practice self-expression, select answers, and even interact with their peers in game mode. This research provides valuable insights into how students with moderate autism respond to realistic and interactive mathematics learning while helping educators better understand their special needs and develop more effective teaching strategies.
Electronic Pop-Up Books: Integrating Jambi Culture Icons to Contextualize Numerical Concepts In Early Childhood Islamic Education Yusria, Yusria; Muslimah Nuraida, Elis; Santri, Diah Dwi; Marini, Riri
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i1.7600

Abstract

This research aims to develop an innovative Electronic Pop-Up Book for Early Childhood Islamic Education students, focusing on contextualizing abstract mathematical numbers through Jambi cultural icons. This research method Using a Research and Development (R&D) approach with a Development Studies design, the media underwent rigorous validation by material and media experts, followed by practicality and effectiveness trials involving 21 students. The results categorized the media as "Very Valid" with an average expert score of 91.25%, highlighting its seamless integration of cultural heritage and interactive digital features. Practicality tests showed high student engagement and ease of navigation, while the visual representation of Jambi icons made numerical concepts easier to grasp. Statistical analysis confirmed a significant increase in learning outcomes, proving the Electronik Pop-Up book effectively facilitates a deeper understanding of mathematical fundamentals. In conclusion, this media is a valid, practical, and effective pedagogical tool. By integrating local culture, it enhances mathematical literacy and fosters cultural appreciation, serving as a meaningful, engaging resource for early childhood educators.
Co-Authors Chintia Putri Wulandari Muslimah Nuraida, Elis Nuraida, Elis Muslimah Santri, Diah Dwi Yusria