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All Journal Al-Jabar : Jurnal Pendidikan Matematika Journal of Community Engagement Research for Sustainability
Alim, Jesi
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Humanities Education Electrical & Electronics Engineering Energy Environmental Science Mathematics Nursing Public Health Other

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Pelatihan Pembuatan Audible Books Berbasis Etnomatematika Melayu Riau Sebagai Penguatan Keterampilan Guru Membuat Buku Cerita Yang Dapat Meningkatkan Literasi Dan Numerasi untuk Siswa Sekolah Dasar Alim, Jesi; Hermita, Neni; Putra, Zetra Hainul; Suroyo, Suroyo; Charlina, Charlina; Witri, Gustimal; Oktaviani, Cici
Journal of Community Engagement Research for Sustainability Vol. 3 No. 2 (2023): Maret
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/cers.3.2.101-107

Abstract

Reading is one way that can be used as a basis in shaping learning. Literacy and numeracy skills are abilities that must be possessed and become demands in 21st century learning. The service program was carried out for seven months, beginning with the completion of the program in March, and the implementation of the service in August-September. This service activity is carried out with a classical approach, namely by delivering material about Riau Malay ethnomathematics which will later be used as a reference for teachers to write stories in books that will be used as Audible Books. Based on the training that has been carried out, it is concluded that the community service activities that have been carried out are running smoothly, the teachers are also very enthusiastic and motivated in writing stories with the theme of Malay culture. From this training activity, five picture books were produced with the theme of Malay culture.
Phase A mathematics curriculum adaptation for students with intellectual disabilities, high intellectual ability, and speech and language difficulties Alim, Jesi; Putra, Zetra; Murni, Atma; Chairilsyah, Daviq; Oktaviani, Cici
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 3 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/

Abstract

Purpose: This study examined how the Phase A mathematics curriculum is adapted for students with intellectual disabilities, high intellectual ability, and speech and language difficulties while maintaining common mathematical competencies within an inclusive curriculum framework.Method: A qualitative document analysis design using a content analysis approach was employed. The data consisted of 65 curriculum related documents relevant to Phase A mathematics education, including national curriculum materials, mathematics learning documents, and individual learning program documents. The analysis focused on five mathematical elements, namely number, algebra, measurement, geometry, and data analysis and probability, and compared learning outcomes and differentiated learning objectives across learner profiles. Bloom’s Revised Taxonomy was used to interpret differences in cognitive demand, while peer checking and consensus coding were used to strengthen analytical consistency.Findings: The analysis showed that the core mathematical competencies remained broadly shared across learner profiles, whereas adaptation occurred primarily through differences in learning objectives, cognitive demand, degree of assistance, task complexity, and modes of representation. Students with intellectual disabilities were generally associated with more structured and supported objectives, students with high intellectual ability with greater complexity and cognitive extension, and students with speech and language difficulties with greater reliance on visual, written, symbolic, and other accessible forms of representation.Significance: The findings suggest that inclusive curriculum adaptation does not necessarily require separate mathematics curricula for different learner groups. Instead, differentiated learning objectives can provide multiple pathways for accessing and engaging with shared Phase A mathematical competencies, offering a curriculum-level basis for developing individualized learning programs in inclusive elementary mathematics education.
Co-Authors Atma Murni Charlina, Charlina Cici Oktaviani Daviq Chairilsyah Gustimal Witri Neni Hermita Putra, Zetra Suroyo Suroyo Zetra Hainul Putra