<![CDATA[The Jarimatika technique was chosen because it aligns with the learning characteristics of deaf students, who tend to rely more on visual and kinesthetic cues. This study applied a Single Subject Research (SSR) approach with an A–B–A design, consisting of three phases: baseline- 1 (A1), intervention (B), and baseline-2 (A2). The subject of this study was a deaf student in grade IX at SLB Theresia Sonder. Data were collected through observation and multiplication tests, and analyzed using visual analysis, including within- and between-condition compari- sons. The results showed that the student’s multiplication skills during baseline-1 (A1) were low and inconsistent. After the intervention using the Jarimatika media in the intervention phase (B), there was a significant improvement in the student’s multiplication ability, with data showing an increasing trend. In baseline-2 (A2), the student’s multiplication skills remained high and stable even after the intervention was discontinued. Therefore, it can be concluded that the Jarimatika technique is effective in improving multiplication skills of deaf students in grade IX at SLB Theresia Sonder.]]>
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