The Analysis of Dyscalculia Students Learning Difficulty in Inclusive Education of Primary School Level in Tasikmalaya

Nani Ratnaningsih, Ebih A R Arhasy, Edi Hidayat

Abstract


Inclusive education is a government program that is realized through an inclusive school program to help students with disabilities so that their formal education can be well served. The implementation of inclusive education in Tasikmalaya City and District is less encouraging, various plans for implementing inclusive education need to be taken seriously. The purpose of this study: studying, analyzing, and describing the learning difficulties of dyscalculia students; discuss the challenges or learning process in inclusive schools for dyscalculia students. The method used in this study is descriptive qualitative and think aloud was carried out at 4 inclusive schools in Tasikmalaya namely SDN Manggungjaya 1, SDN Sukasirna, SDN Cibungkul and SDN Tanjung 2. The subjects in this study were principals, class teachers in inclusive schools, and dyscalculia students in grades 4, 5 and 6 of each. The methods used in this study were descriptive qualitative and think aloud. The instruments used the researchers themselves and questionnaires. The data were collected using observation, exploration, and interviews, all data obtained analyzed then described narratively. Based on the results of data analysis concluded: dyscalculia students in grades 4, 5 and 6 still have difficulty in reading and counting operations in numbers up to 50, do not understand negative integers. Just learning to study is still very difficult to condition, teachers who often teach dyscalculia students with their own learning styles. Learning is still held by the class teacher when the teacher comes from the Special Needs School. Ideally, at least two students with disabilities, provided by teachers who have a special education background.

Keywords


learning difficulty; dyscalculia; inclusive education

Full Text:

PDF

References


Abdurrahman, M. (2010). Pendidikan bagi anak berkesulitan belajar. Jakarta, Indonesia: Rineka Cipta.

Ametepee, L. K., & Anastasiou, D. (2015). Special and inclusive education in Ghana: Status and progress, challenges and implications. International Journal of Educational Development, 41, 143–152. https://doi.org/10.1016/j.ijedudev.2015.02.007

Bisamandiri. (2014). Pembelajaran bagi anak berkebutuhan khusus diskalkulia. Retrieved March 1, 2019, from https://bisamandiri.com/blog/2014/11/pembelajaran-bagi-anak-berkebutuhan-khusus-diskalkulia/

De Visscher, A., & Noël, M. P. (2013). A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory. Cortex, 49(1), 50–70. https://doi.org/10.1016/j.cortex.2012.01.003

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15. https://doi.org/https://doi.org/10.1177/00222194040370010201

Kadir, A. (2015). Penyelenggaraan Sekolah Inklusi di Indonesia. Pendidikan Agama Islam, 03(01), 17–22. https://doi.org/https://doi.org/10.15642/jpai.2015.3.1.1-22

Le Fanu, G. (2013). The inclusion of inclusive education in international development: Lessons from Papua New Guinea. International Journal of Educational Development, 33(2), 139–148. https://doi.org/10.1016/j.ijedudev.2012.03.006

Maryam, A., Mahnaz, E., & Hasan, A. (2011). Comparing the impact of number sense on mathematics achievement in both dyscalculia and normal students. Procedia - Social and Behavioral Sciences, 28, 5–9. https://doi.org/10.1016/j.sbspro.2011.11.002

Moreau, D., Wilson, A. J., McKay, N. S., Nihill, K., & Waldie, K. E. (2018). No evidence for systematic white matter correlates of dyslexia and dyscalculia. NeuroImage: Clinical, 18, 356–366. https://doi.org/10.1016/j.nicl.2018.02.004

Mu, G. M., Hu, Y., & Wang, Y. (2017). Building resilience of students with disabilities in China: The role of inclusive education teachers. Teaching and Teacher Education, 67, 125–134. https://doi.org/10.1016/j.tate.2017.06.004

Peard, R. (2010). Dyscalculia: What is its prevalence? Research evidence from case studies. Procedia - Social and Behavioral Sciences, 8(5), 106–113. https://doi.org/10.1016/j.sbspro.2010.12.015

Purohit, S., & Margaj, M. S. (2012). Analysis and detection of dyscalculia at early age using computer assisted friendly tests [ CrAFT ]. International Journal of Emerging Technology and Advanced Engineering, 2(12), 289–295. Retrieved from https://ijetae.com/index.html

Rajaie, H., Allahvirdiyani, K., Khalili, A., & Sadeghi, A. (2011). Effect of teaching attention to the mathematic performance of the students with Dyscalculia in the third and fourth grade of elementary school. Procedia - Social and Behavioral Sciences, 15, 3024–3026. https://doi.org/10.1016/j.sbspro.2011.04.236

Santrok, J. W. (2012). Life-span development. (B. Widyasinta, Trans.) (13th ed.). USA: McGraw-Hill.

Tan, P., Lambert, R., Padilla, A., & Wieman, R. (2018). A disability studies in mathematics education review of intellectual disabilities: Directions for future inquiry and practice. Journal of Mathematical Behavior, (July), 1–13. https://doi.org/10.1016/j.jmathb.2018.09.001

Wang, L. C., Tasi, H. J., & Yang, H. M. (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453–1461. https://doi.org/10.1016/j.ridd.2012.03.019

Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005

Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343–355. https://doi.org/10.1016/j.tate.2018.07.011

Zerafa, E. (2015). Helping Children with Dyscalculia: A Teaching Programme with three Primary School Children. Procedia - Social and Behavioral Sciences, 191(1072425), 1178–1182. https://doi.org/10.1016/j.sbspro.2015.04.516




DOI: http://dx.doi.org/10.26737/jetl.v4i1.997

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published by:

Institute of Managing and Publishing of Scientific Journals STKIP Singkawang

JETL (Journal of  Education, Teaching and Learning)

e-ISSN : 2477-8478

p-ISSN : 2477-5924

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Singkawang

Address : STKIP Singkawang, Jalan STKIP - Kelurahan Naram Singkawang, Kalimantan Barat, INDONESIA, 79251
No. Telp.   : +62562 420 0344
No. Fax.    : +62562 420 0584

Editor in Chief: jetl@journal.stkipsingkawang.ac.id / Wa: +6282142072788

Coordinator: lp2jistkipsingkawang@gmail.com / journal@stkipsingkawang.ac.id / Wa: +6282142072788

Management Tools

     

JETL Indexed by:

 

 

  Creative Commons License

Journal of Education, Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.