Kemampuan Literasi Numerasi Siswa Di Sd Inklusi
Abstract
Numerical literacy is a set of abilities and skills of a person in applying the concept of numbers and arithmetic operations related to everyday life. Therefore numeracy literacy plays an important role as a person's basic ability to solve everyday problems. This study aims to determine the numeracy literacy skills of students with special needs in inclusive elementary schools. The research was conducted at an Inclusion Elementary School in DIY, from January to March 2022. The method used in the research was quantitative descriptive analysis. Of the 33 test takers with 28 normal students and 5 students with special needs (Slow Learner). There are 3 students or 9% of the number of test takers, who can write down what is known from the story questions and write down what is asked. There are 6 students (18.18%) who can write formulas or mathematical sentences. There are 14 students (42.42%), who can complete the calculation correctly. There are 10 students (30.3%) students who can make conclusions.
Full Text:
PDFReferences
Afriyanti, I., Sri, T., & Asih, N. (2018). Mathematical Literacy Skills Reviewed From Mathematical Resilience in The Learning of Discovery Learning Assisted by Schoology. Unnes Journal of Mathematics Education Research, 7(23), 71–78.
Alwan, A. Z. (2020). Pengembangan Game Edukasi Sebagai Media Pembelajaran Bagi Anak Berkebutuhan Khusus Tuna Rungu. Joined Journal (Journal of Informatics Education), 3(1), 8. https://doi.org/10.31331/joined.v3i1.1063
Han, F. (2017). Comprehension Monitoring in Chinese Reading among Chinese Adolescent Readers. Theory and Practice in Language Studies, 7(4), 241. https://doi.org/10.17507/tpls.0704.01
Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education, 36(4), 186–205. https://doi.org/10.1177/002246690303600401
Konopko, J. (2015). Unlocking the potential of the smart grid. AIP Conference Proceedings, 1702(1), 70005. https://doi.org/10.1063/1.4938795
Luo, Y., Zhou, R. Y., Mizunoya, S., & Amaro, D. (2020). How various types of disabilities impact children’s school attendance and completion - Lessons learned from censuses in eight developing countries. International Journal of Educational Development, 77, 102222. https://doi.org/10.1016/j.ijedudev.2020.102222
Manora, R. E., Anggadewi, B. E. T., & Evanjeli, L. A. (2020). Penerapan Penataan Kelas Yang Ramah Anak Di Sekolah Dasar Inklusi: Studi Deskriptif. Pendidikan Bela Negara, 78, 82.
Mastiani, E., Trisnamansya, S., Wasliman, I., Management, L., & Mentally, M. (2021). Manajemen Pembelajaran Keterampilan sebagai Persiapan Pekerjaan Anak Tunagrahita Ringan Jenjang SMALB. Jurnal Pendidikan Kebutuhan Khusus, 5(1), 56–65.
Namaziandost, E., Alekasir, S., Dehkordi, E. S., & Tilwani, S. A. (2021). An account of efl learners’ vocabulary learning in a mobile-assisted language environment: The case of rosetta stone application. Call-Ej, 22(1), 80–110.
Nuraeni, L., Andrisyah, A., & Nurunnisa, R. (2019). Efektivitas Program Sekolah Ramah Anak dalam Meningkatkan Karakter Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 20. https://doi.org/10.31004/obsesi.v4i1.204
Pangesti, F. T. P. (2018). Menumbuhkembangkan Literasi Numerasi Pada Pembelajaran Matematika Dengan Soal Hots. Indonesian Digital Journal of Mathematics and Education, 5(9), 566–575. http://idealmathedu.p4tkmatematika.org
Rosa, M., & Orey, D. C. (2015a). A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective. ZDM - International Journal on Mathematics Education, 47(4), 587–598. https://doi.org/10.1007/s11858-015-0688-1
Rosa, M., & Orey, D. C. (2015b). A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective. ZDM - International Journal on Mathematics Education, 47(4), 587–598. https://doi.org/10.1007/s11858-015-0688-1
Sulasmi, E., & Akrim, A. (2020). Management Construction of Inclusion Education in Primary School. Talent Development & Excellence, 12(1), 334–342.
Thomas, S., & Bacon, A. (2013). Stress and Affective Inductions in Addiction Research. The Wiley-Blackwell Handbook of Addiction Psychopharmacology, 411–434. https://doi.org/10.1002/9781118384404.ch15
Triyanto, T., & Permatasari, D. R. (2016). Pemenuhan Hak Anak Berkebutuhan Khusus Di Sekolah Inklusi. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 25(2), 176–186. https://doi.org/10.17977/um009v25i22016p176
DOI: http://dx.doi.org/10.31949/th.v8i1.4932
Refbacks
- There are currently no refbacks.
![Lisensi Creative Commons](https://i.creativecommons.org/l/by/4.0/88x31.png)
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi 4.0 Internasional.