Nurmina Nurmina, Nazurty Nazurty

Strategi Guru Mengatasi Diskalkulia pada Anak Tunarungu di Sekolah Luar Biasa

Introduction

Strategi guru mengatasi diskalkulia pada anak tunarungu di sekolah luar biasa. Mengatasi diskalkulia pada anak tunarungu di SLB. Penelitian ini mengkaji hambatan kognitif dan strategi guru, termasuk pembelajaran multi-sensori, untuk meningkatkan pemahaman matematika.

Abstract

Permasalahan dalam penelitian ini adalah adanya hambatan diskalkulia pada anak tunarungu dalam pembelajaran matematika, khususnya kesulitan dalam membedakan simbol penjumlahan dan pengurangan. Penelitian ini bertujuan untuk mengetahui bentuk hambatan tersebut serta strategi yang digunakan guru dalam mengatasinya di Sekolah Luar Biasa. Jenis penelitian ini adalah kualitatif dengan metode studi kasus. Subjek penelitian adalah guru dan peserta didik tunarungu di salah satu Sekolah Luar Biasa. Data dikumpulkan melalui observasi dan wawancara mendalam, kemudian dianalisis secara deskriptif melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa peserta didik mengalami kesulitan kognitif dalam membedakan simbol operasi matematika, yang berdampak pada pemahaman konsep dasar. Guru mengatasi hambatan ini dengan menerapkan evaluasi awal untuk mengidentifikasi kebutuhan belajar, serta menggunakan strategi pembelajaran multi-sensori yang mengintegrasikan indra visual, auditif, dan kinestetik. Temuan ini menunjukkan bahwa strategi yang tepat dan adaptif dapat meningkatkan pemahaman matematika pada anak tunarungu, sekaligus memberikan kontribusi praktis bagi pengembangan model pembelajaran inklusif yang lebih efektif.

Review

This paper, "Strategi Guru Mengatasi Diskalkulia pada Anak Tunarungu di Sekolah Luar Biasa," addresses a highly relevant and challenging educational issue: supporting deaf children with dyscalculia in mathematics. The study's focus on a specific and vulnerable population, encountering difficulties differentiating basic arithmetic symbols, highlights a critical gap in pedagogical approaches. Utilizing a qualitative case study methodology with observation and in-depth interviews, the research aims to uncover both the nature of these learning impediments and the practical strategies employed by educators in special schools. The abstract suggests a commendable effort to provide insight into a complex intersection of learning disabilities and sensory impairments, thereby contributing to specialized pedagogy. The findings of this study offer valuable insights into the cognitive difficulties faced by deaf children with dyscalculia, specifically their struggle with distinguishing mathematical operation symbols and its subsequent impact on fundamental concept acquisition. Crucially, the research identifies two key strategies implemented by teachers: initial diagnostic evaluation to ascertain individual learning needs and the application of multi-sensory learning techniques that integrate visual, auditory, and kinesthetic modalities. This multi-sensory approach is particularly pertinent for deaf learners, as it leverages diverse sensory inputs to compensate for auditory limitations. These practical strategies not only demonstrate a proactive response to complex learning challenges but also promise to significantly enhance mathematical comprehension in this specific student population, offering a tangible contribution to inclusive education models. While the abstract effectively outlines the problem, methodology, and key findings, a more detailed elaboration on the implementation specifics of the multi-sensory strategies would further strengthen its impact in the full paper. For instance, understanding *how* auditory components are effectively integrated for deaf children, or the precise types of visual and kinesthetic aids used, would provide greater practical utility for fellow educators. Given its qualitative case study design focused on a single institution, the generalizability of these findings, while valuable for initial exploration, warrants cautious interpretation. Future research could build upon this foundation by exploring these strategies across multiple special schools or comparing their effectiveness with other pedagogical interventions. Nevertheless, this study provides an excellent starting point, offering actionable insights for educators and paving the way for further research into effective interventions for deaf children with co-occurring learning difficulties.

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