Gustia Sepriani Putri, Damri Damri, M. Iswari, Grahita Kusumastuti, Antoni Tsaputra
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引用次数: 0
摘要
实施本研究的背景是,在 A 阶段的数学学习中,发现 SLB N 1 Alahan Panjang I 班一名患有唐氏综合症的学生无法书写自然数符号(1-9)。本研究旨在证明手指数字板媒体在提高阿拉汉班让 I 班唐氏综合症学生书写自然数符号(1-9)能力方面的作用。本研究采用的研究方法是单主体实验法或单主体研究法(SSR)。本研究采用 A-B 设计,包括两个条件,即基线(A)和干预(B)。采用 A-B 设计是为了只看到学生在使用手指数字板媒体时能力的提高。研究结果显示,基线条件(A)下学生书写自然数符号(1-9)的能力分别为 59.25%、59.25%、59.25%、59.25%、59.25%、59.25%。在干预(B)中,66.67%、81.49%、81.49%、81.49%、88.89%、88.89%、88.89%、88.89%、88.89%、88.89%、92.60%。根据这些数据,学生书写自然数符号(1-9)的能力有所提高。
Improving the Ability to Write Natural Number Symbols (1-9) Through the Finger Numbers Media Board for Down Syndrome Students
The background to the implementation of this research was because it was found that a student with Down syndrome in class I SLB N 1 Alahan Panjang was unable to write natural number symbols (1-9) in phase A mathematics learning. The aim of this research was to prove the use of the finger numbers board media in improve the ability to write natural number symbols (1-9) for class I Down syndrome students at SLB N 1 Alahan Panjang. The research method used in this research is an experimental method with a single subject approach or Single Subject Research (SSR). This study used an A-B design consisting of two conditions, namely baseline (A) and intervention (B). The use of the A-B design was adapted to the aim of only seeing an increase in students' abilities when using the finger numbers board media. The results of the research showed that the ability to write natural number symbols (1-9) of students in the baseline condition (A) was obtained at a percentage of 59.25%, 59.25%, 59.25%, 59.25%, 59.25%. In intervention (B) 66.67%, 81.49%, 81.49%, 81.49%, 88.89%, 88.89%, 88.89%, 88.89%, 88.89%, 92.60%. Based on this data, students' ability to write natural number symbols (1-9) increases.