Digitalisasi Pembelajaran Berbasis Literasi Numerasi melalui Pendekatan ELPSA Terhadap Kemampuan Pemahaman Konsep Matematika Siswa - Herwandi Sape; Lukman; Andi Mulawakkan Firdaus; Ripki Adiaksa (JIPM (Jurnal Ilmiah Pendidikan Matematika), 2026)
Pembelajaran matematika pada siswa berkebutuhan khusus memerlukan strategi yang adaptif untuk meningkatkan kemampuan pemahaman konsep. Penelitian ini bertujuan menganalisis efektivitas digitalisasi pembelajaran berbasis literasi numerasi melalui pendekatan ELPSA (Experience, Language, Pictures, Symbols, dan Application) terhadap kemampuan pemahaman konsep matematika siswa di Sekolah Luar Biasa (SLB). Penelitian menggunakan desain quasi experiment dengan model one-group pretest–posttest terhadap 63 siswa SLB Negeri 2 Makassar yang dipilih menggunakan teknik total sampling. Data dikumpulkan melalui tes literasi numerasi, tes pemahaman konsep matematika, dan lembar observasi keterlaksanaan pembelajaran, kemudian dianalisis menggunakan statistik deskriptif, paired sample t-test, dan N-Gain. Hasil penelitian menunjukkan bahwa penerapan digitalisasi pembelajaran berbasis literasi numerasi melalui pendekatan ELPSA secara signifikan meningkatkan kemampuan literasi numerasi dan pemahaman konsep matematika siswa. Efektivitas pembelajaran bervariasi sesuai karakteristik siswa berkebutuhan khusus sehingga diperlukan media digital yang adaptif dan aksesibel untuk mengoptimalkan proses pembelajaran. Temuan ini memberikan bukti empiris bahwa integrasi teknologi digital dengan pendekatan ELPSA merupakan alternatif pembelajaran matematika yang efektif dalam mendukung pendidikan inklusif. Learning mathematics for students with special needs requires adaptive strategies to improve the ability to understand concepts. This study aims to analyze the effectiveness of digitization of numeracy-literacy-based learning through the ELPSA (Experience, Language, Pictures, Symbols, and Application) approach to students' ability to understand mathematical concepts in Special Schools (SLB). The study used a quasi experiment design with a one-group pretest–posttest model on 63 students of SLB Negeri 2 Makassar who were selected using the total sampling technique. Data were collected through numeracy literacy tests, mathematical concept understanding tests, and learning implementation observation sheets, then analyzed using descriptive statistics, paired sample t-test, and N-Gain. The results of the study show that the implementation of digitalization of numeracy-literacy-based learning through the ELPSA approach significantly improves students' numeracy literacy skills and understanding of mathematical concepts. The effectiveness of learning varies according to the characteristics of students with special needs, so adaptive and accessible digital media is needed to optimize the learning process. These findings provide empirical evidence that the integration of digital technology with the ELPSA approach is an effective alternative to mathematics learning in supporting inclusive education.