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AKSIOMA: Jurnal Program Studi Pendidikan Matematika
Published by Universitas Muhammadiyah Metro
ISSN : 20898703     EISSN : 24425419     DOI : -
Core Subject : Education,
Education Mathematics
AKSIOMA JOURNAL, e-ISSN: 2442-5419, p-ISSN: 2089-8703 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and Islāmic studies in the field of science Mathematics Education. AKSIOMA JOURNAL published two times a year, the period from January to June and July to December, published by the Scientific Publication Unit FKIP University of Muhammadiyah Metro.
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Articles 1,528 Documents
 133   134   135   136   137 
DEVELOPMENT OF AL-MASTER MODEL-BASED STUDENT WORKSHEET TO IMPROVE CRITICAL THINKING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS Lestari, Siti; Caswita, Caswita; Hastuti, Sri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.7161

Abstract

This study aims to develop and review the effectiveness of learning student worksheet based on the AL-MASTER model to improve students' critical thinking skills. The research was conducted at SMP Negeri 1 Purbolinggo. This type of research is research and development or Research and Development (R&D). The research and development process includes four stages: defining, planning, developing, and disseminating. The analysis included (1) data analysis of questionnaire validation of teaching materials and respondents and (2) analysis of critical thinking ability test data. The results of the analysis show that after using the AL-MASTER Model-based LKPD, it can be concluded that (1) The average results of expert assessment of the feasibility level of product development are in the feasible category, (2) The results of product trials and reviewing students' critical thinking skills show an increase in the Pre-Test average and the Post-Test average in class VIII.1 and the results of the N-gain percentage for that class were 68.74% with quite effective criteria, (3) Learning showed that time efficiency in class VIII.1 was quite efficient and the percentage of completeness in the experimental class was 74.17% or 26 students complete while the percentage of completeness, and (4) the response of teachers and students in the category was exciting.Penelitian ini bertujuan untuk mengembangkan dan meninjau efektifitas pembelajaran lembar kerja peserta didik (LKPD) berbasis model AL-MASTER untuk meningkatkan kemampuan berpikir kritis peserta didik. Penelitian dilaksanakan di SMP Negeri 1 Purbolinggo. Jenis penelitian ini merupakan penelitian dan pengembangan atau Research and Development (R&D). Proses penelitian dan pengembangan meliputi empat tahapan yaitu: pendefinisian, perencanaan, pengembangan, penyebaran. Analisis yang dilakukan mmeliputi (1) analisis data lembar angket validasi bahan ajar dan responden, dan (2) analisis data tes kemampuan berpikir kritis. Hasil analisis menunjukkan bahwa setelah penggunaan lembar kerja peserta didik berbasis Model AL-MASTER diperoleh simpulan bahwa (1) Hasil rerata penilaian ahli terhadap produk pengembangan tingkat kelayakan dalam kategori layak, (2) Hasil ujicoba produk dan meninjau kemampuan berpikir krtisi peserta didik terdapat peningkatan rerata Pre-Test dan rerata postest pada kelas VIII.1 dan hasil persentase N-gain untuk kelas tersebut sebesar 68,74% dengan kriteria cukup efektif, (3) Pembelajaran menunjukan bahwa efisiensi waktu pada kelas VIII.1 cukup efisien dan persentase ketuntasan kelas eksperimen sebesar 74,17% atau 26 peserta didik tuntas sedangkan persentase ketuntasan, dan (4) Respon guru dan peserta didik daam kategori sangat menarik. 
DEVELOPMENT OF COLLABORATIVE PROBLEM SOLVING-BASED LEARNING TOOLS TO IMPROVE MATHEMATICAL ADAPTIVE REASONING SKILLS Nunu Nurhayati; Yaya Sukjaya Kusumah; Dadang Juandi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 3 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i3.10728

Abstract

Students' ability to solve mathematical adaptive reasoning problems is still relatively low. As a result, students have difficulty in solving mathematical adaptive reasoning problems. The cause of the low mathematical adaptive reasoning ability of students is the lack of learning tools that facilitate mathematical adaptive reasoning ability. Therefore, a Collaborative Problem Solving-based tool was developed that can stimulate an active learning process, motivate students and improve mathematical adaptive reasoning skills. This research is a development research using the Plomp development model. The products developed are lesson plans and worksheets based on Collaborative Problem Solving for class VIII junior high school statistics material. The purpose of this research is to produce Collaborative Problem Solving-based tools that are valid, practical, and effective on the mathematical adaptive reasoning skills of grade VIII junior high school students. The results showed that the learning tools in the form of lesson plans and LKS based on Collaborative Problem Solving for students in grade VIII junior high school were valid, practical, and effective. The results of the validation of the learning tools developed are very valid, adjusting 5 indicators of mathematical adaptive reasoning skills seen from the aspects of making conjectures, providing reasons for the answers given, drawing conclusions from a statement, checking the validity of an argument, and finding patterns from a mathematical problem. The results of the practicality of learning devices are very practical in terms of ease of use, suitability of time allocation, attractiveness and usefulness. Furthermore, it is said to be effective because it has an impact on students' mathematical adaptive reasoning ability of 82.70% with a very good category.
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS Juandika, Suci; Arnawa, I Made; Fauzan, Ahmad; Harisman, Yulyanti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8524

Abstract

 Perangkat pembelajaran merupakan acuan dalam melaksanakan pembelajaran agar tercapainya tujuan pembelajaran. Tujuan pelaksanaan pembelajaran matematika ialah mengembangkan kemampuan peserta didik dalam memecahkan masalah matematis semaksimal mungkin. Berdasarkan hasil studi literatur dan analisis pendahuluan, kebanyakan perangkat pembelajaran yang ada masih bersifat umum, maksudnya perangkat pembelajaran yang dirancang tidak dikaitkan dengan kemampuan pemecahan masalah matematis. Dengan demikian, menghasilkan perangkat pembelajaran berbasis Guided Discovery Learning berupa Rencana Pelaksanaan Pembelajaran dan Lembar Kerja Peserta Didik dengan kriteria valid, praktis, dan efektif untuk meningkatkan kemampuan pemecahan masalah matematis peserta didik merupakan tujuan dari penelitian ini. Peserta didik kelas XI SMAN 2 Lubuk Basung merupakan subjek dalam penelitian ini. Penelitian ini ialah penelitian pengembangan dengan pendekatan model Ploomp. Untuk pengumpulan data penelitian, instrumen yang digunakan adalah lembar validasi RPP dan LKPD, angket responden, lembari observasi keterlaksanaan RPP, dan soal tes pemecahan masalah matematis. Penelitian menunjukan bahwa perangkat pembelajaran yang dikembangkan berada di kategori sangat valid untuk RPP dan LKPD, kemudian analisis uji praktikalitas menunjukan bahwa LKPD yang dikembangkan praktis dengan kategori sangat praktis, dan hasil uji efektivitas menunjukan perangkat pembelajaran efektif dengan kategori sangat baik. Learning tools are a reference in implementing learning to achieve learning objectives. The implementation of mathematics learning aims to improve students' ability to solve mathematical problems as much as possible. Based on the results of literature studies and preliminary analysis, most of the existing learning tools are still general, meaning that the learning tools designed are not associated with mathematical problem-solving skills. Thus, producing Guided Discovery Learning-based learning tools in the form of Learning Implementation Plans and Learner Worksheets with valid, practical, and effective criteria for developing students' ability to solve mathematical problems is the goal of this study. Students of class XI SMAN 2 Lubuk Basung are the subjects in this study. This research is development research with the Ploomp approach. To collect research data, lesson plan and learner worksheet validation sheets, respondents' questionnaires, lesson plan implementation observation sheets, and mathematical problem-solving test questions were the instruments of this study. The research shows that the learning tools developed are in the very valid category. The analysis of the practicality test shows that the learner worksheet developed is practical with a convenient category, and the results of the effectiveness test show that the learning tools are effective with a very good category.
PROSES KOGNITIF SISWA SEKOLAH DASAR DALAM MEMAHAMI MATERI PECAHAN DITINJAU DARI STIFIN FRAMEWORK: THINKING DAN FEELING Kamid Kamid; Sutrisno Sutrisno; Khairul Anwar; Rina Kusuma Dewi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.6249

Abstract

AbstractThe understanding of students, their learning methods, and cognitive characteristics are important aspects of classroom learning management. Fractional math problems require reasoning and mathematical logic, so to complete the gap in previous research, namely how types of intelligence form patterns of student thought processes, this study examines the level of student understanding and problem-solving strategies for fractions based on STIFin intelligence characteristics. This research uses a mixed-method approach in data collection. The research instrument uses the Fraction Sense Test (FST) and interviews and STIFin tests. The study involved 16 fourth-grade students of SD 47 Kota Jambi. The results showed that students with the thinking intelligence type scored the highest compared to sensing, intuiting, and feeling. Furthermore, there are four strategies students use in developing problem-solving strategies for fractions: (1) comparing fractions using other simple benchmark fractions like ½, (2) comparing fractions based on the denominator and numerator, (3) creating a fraction representation in the form of flat shapes to understand and compare fractions.
ETNOMATEMATIKA MOTIF SONGKET LOMBOK DAN IMPLIKASINYA PADA PENDIDIKAN STEM Afifurrahman Afifurrahman; Parhaini Andriani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.8959

Abstract

Selama beberapa tahun terakhir, etnomatematika khususnya di Indonesia didominasi oleh kajian tentang eksplorasi konsep serta aktivitas matematis pada hasil budaya lokal namun minim manifestasi dalam konteks pembelajaran. Etnomatematika belum banyak menyentuh aspek-aspek pendidikan matematika formal termasuk problematika yang muncul. Pada penelitian ini suatu objek fraktal dirancang berdasarkan pola motif pada songket Lombok serta bentuk implikasinya dalam pembelajaran berbasis etno-STEM. Penelitian ini merupakan penelitian pengembangan yang menggunakan model ADDIE. Penelitian ini terdiri atas tiga tahapan yaitu analysis, design dan develop dimana tahap design terdiri atas dua fase, yaitu: fase pengembangan objek fraktal berdasarkan motif songket Lombok dan fase pengembangan bahan ajar berbasis etno-STEM. Hasil penelitian ini menunjukkan bahwa motif songket Lombok dapat digunakan sebagai pola dasar dalam perancangan suatu objek fraktal. Aplikasi MATLAB digunakan untuk memvisualisasikan objek fraktal tersebut. Adapun bahan ajar berbentuk slide PowerPoint dan lembar  kerja mahasiswa memuat kaidah-kaidah geometri transformasi pada bidang, transformasi affine 2-dimensi dan penerapannya untuk merancang model matematika dari objek fraktal. Hasil uji validitas oleh dua orang ahli menunjukkan bahwa bahan ajar telah dinyatakan valid serta dapat digunakan pada tahap uji coba lapangan di masa mendatang.
PROSES BERPIKIR KOMPUTASIONAL SISWA BERDASARKAN PRIOR KNOWLEDGE Gunawan Gunawan; Joko Purwanto; Fitrianto Eko Subekti
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.9982

Abstract

Prior knowledge is one of the primary factors in the birth of ideas in computational thinking. Solving problems in the 21st century requires computational thinking skills. The computational thinking process involves abstraction, design, decomposition, algorithms, and verification. Research was conducted to describe students' computational thinking processes in solving contextual problems based on previous knowledge. The research process uses qualitative with an explanatory approach. A total of 40 students were grouped into low, medium, and high prior knowledge categories. One subject was taken in each category using purposive sampling. Tests and interviews were carried out for data collection. Data analysis consists of data reduction, presentation, and conclusions. The research results show that students in the high and medium prior knowledge categories wholly and correctly prove each computational thinking stage. Students can present problems visually, explain the flow of solution ideas used, write down the steps in detail and precisely, and check all solutions and final conclusions. Students in the low prior knowledge category need to improve at the design and algorithm stages—students' errors in interpreting the problem abstractly so that there is some misinformation. As a result, the completion steps and wrong results are obtained at the algorithm stage. The research results can be used to determine learning strategies in the classroom so that computational thinking skills increase.
CREATIVE THINKING ABILITY OF STUDENTS WITH THEORIST AND PRAGMATIST LEARNING STYLES IN SOLVING NUMBER OPERATION PROBLEMS Erina Ellen Rusmana; Ali Shodikin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.9884

Abstract

Creative thinking skills are essential in mathematics learning to address 21st-century challenges. This study aims to describe the creative thinking abilities of students with theorist and pragmatist learning styles in solving problems on number operations. The research employed a descriptive qualitative approach, with two subjects representing theorist and pragmatist learning styles, selected using purposive sampling from 27 seventh-grade students. The research instruments included the Learning Style Questionnaire (LSQ), problem-solving tests, and interview guidelines. Data were collected through questionnaires, tests, and interviews, then analyzed based on the indicators of fluency, flexibility, originality, and elaboration. The results revealed that students with a theorist learning style tend to produce structured and logical solutions, utilizing various approaches but showing limited innovation. Conversely, students with a pragmatist learning style demonstrated more practical and flexible approaches, along with originality through unique strategies, although their accuracy depended on precise assumptions. In conclusion, creative thinking abilities are influenced by students’ learning styles. Teachers are advised to provide exercises targeting all aspects of creative thinking to enhance the variation and quality of students' solutions.Kemampuan berpikir kreatif merupakan keterampilan penting dalam pembelajaran matematika untuk menghadapi tantangan abad ke-21. Penelitian ini bertujuan mendeskripsikan kemampuan berpikir kreatif siswa dengan gaya belajar teoris dan pragmatis dalam menyelesaikan masalah pada materi operasi bilangan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek dua siswa, masing-masing mewakili gaya belajar teoris dan pragmatis, yang dipilih melalui teknik purposive sampling dari 27 siswa kelas VII. Instrumen penelitian meliputi Learning Style Questionnaire (LSQ), tes pemecahan masalah, dan pedoman wawancara. Data dikumpulkan melalui metode angket, tes, dan wawancara, kemudian dianalisis berdasarkan indikator kelancaran, keluwesan, keorisinalan, dan elaborasi. Hasil penelitian menunjukkan bahwa siswa dengan gaya belajar teoris cenderung menghasilkan solusi yang terstruktur dan logis, menggunakan berbagai pendekatan, tetapi kurang inovatif. Sebaliknya, siswa dengan gaya belajar pragmatis lebih praktis dan fleksibel, serta mampu menunjukkan keorisinalan melalui strategi unik, meskipun masih terbatas pada keakuratan asumsi. Kesimpulannya, kemampuan berpikir kreatif dipengaruhi oleh gaya belajar siswa. Guru disarankan untuk memberikan latihan yang melatih seluruh aspek berpikir kreatif guna meningkatkan variasi dan kualitas solusi siswa.
PENGARUH MODEL PROJECT BASED LEARNING BERBASIS ENTERPRENEURSHIP TERHADAP KETERAMPILAN BERPIKIR KREATIF DALAM PEMBELAJARAN GEOMETRI RUANG Sundari, Sundari; Rusani, Irna; Musa'ad, Faida; Setyo, Arie Anang; Trisnawati, Nika Fetria
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.9363

Abstract

Pembelajaran abad 21 menekankan penguasaan serta pengembangan keterampilan mahasiswa. Namun, kurangnya keterlibatan mahasiswa dalam proses pembelajaran telah menghambat keterampilan berpikir kreatif mereka. Tujuan penelitian menguji pengaruh dari model pembelajaran Project-Based Learning (PjBL) berbasis entrepreneurship terhadap keterampilan berfikir kreatifmahasiswa pada materi Geometri Ruang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental yang melibatkan pretest dan posttest pada 12 mahasiswa semester 2 di Universitas Muhammadiyah Sorong. Hasil yang diperoleh menunjukkan perubahan tingkat keterampilan berfikir kreatifmahasiswa setelah melakukan pembelajartan model PjBL berbasis entrepreneurship, dengan rerata hasil posttest sebesar 89,5. Hasil analisis gain menunjukkan rerata 0,85, yang berada dalam kategori sangat tinggi. Selain itu, respon mahasiswa terhadap model pembelajaran ini juga positif, dengan rerata respon sebesar 78%. Dalam kesimpulan, model pembelajaran PjBL berbasis entrepreneurship memberikan pengaruh yang positif pada kemampuan berpikir kreatif mahasiswa dalam pembelajaran Geometri Ruang. Oleh sebab itu, diharapkan agar pendekatan ini dapat diterapkan lebih luas dalam proses pembelajaran untuk meningkatkan kreativitas mahasiswa di berbagai mata pelajaran.
PENGEMBANGAN APLIKASI MOBILE LEARNING GEOMETRI UNTUK MENINGKATKAN KREATIVITAS MATEMATIS Muliyana, Ana; Andayani, Sri; P, Adi Wibowo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.8980

Abstract

Kurangnya pemanfaatan mobile learning disekolah serta rendahnya kreativitas matematis siswa khususnya materi geometri sehingga perlu dikembangkan aplikasi pembelajaran yang dapat meningkatkan kreativitas matematis siswa. Penelitian pengembangan ini bertujuan untuk menghasilkan produk berupa aplikasi mobile learning geometri untuk meningkatkan kreativitas matematis. Produk ini memuat materi bangun ruang untuk kelas VII SMP. Produk dikembangkan mengikuti model ADDIE: Analyze, Design, Development, Implementation, dan Evaluation. Hasil penelitian menunjukkan bahwa: (1) Aplikasi mobile learning geometri yang dikembangkan dikemas dengan menggunakan sintaks Creative problem solving dilengkapi dengan fitur liveworksheets, geogebra, video pembelajaran, quiziz dan google form yang memfasilitasi peningkatan kreativitas matematis. (2) Produk yang dikembangkan dinyatakan valid berdasarkan hasil validasi aplikasi mobile learning geometri yang diperoleh dari dua ahli media dan materi dimana rata-rata indeks Aiken mencapai 0,94 dari skor maksimal 1 dan berada pada kategori “Tinggi”. Produk dinilai praktis didasarkan pada persentase penilaian oleh guru yang mencapai 96,55%, penilaian oleh siswa mencapai 71,28%, serta rata-rata persentase keterlaksanaan pembelajaran mencapai 85.83%. Produk juga dinilai efektif berdasarkan kenaikan yang signifikan pada variabel kreativitas matematis dimana uji proporsi menujukkan skor test kreativitas mencapai kriteria minimal baik lebih dari 69,9%. Dengan ini, maka produk yang dikembangkan berupa aplikasi mobile learning geometri memenuhi kriteria valid, praktis dan efektif.The limited use of mobile learning in schools and low mathematical creativity among students, especially in geometry, necessitates the development of a learning application to enhance mathematical creativity. This development research aims to create a mobile learning application for geometry to boost students' mathematical creativity. The application covers spatial geometry material for 7th-grade junior high students and was developed using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Results show that: (1) The application, designed with the Creative Problem Solving (CPS) framework, includes features like live worksheets, GeoGebra, instructional videos, Quizizz, and Google Forms to support creativity. (2) The product is validated with an average Aiken index of 0.94, indicating high validity. It is deemed practical with teacher evaluations at 96.55%, student evaluations at 71.28%, and an average lesson implementation percentage of 85.83%. Effectiveness is confirmed by a significant increase in mathematical creativity, with test scores exceeding the 69.9% minimum criterion. Thus, the mobile learning application meets the criteria for validity, practicality, and effectiveness.
LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION Kusumawati, Elli; Purwanto, Purwanto; As'ari, Abdur Rahman; Irawati, Santi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 4 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i4.10469

Abstract

The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively. The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively.

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