Email this article How to Build Mathematical Abilities in Deaf Students A Grounded Theory
Abstract
Abstract: How to Build Mathematical Abilities in Deaf Students A Grounded Theory. Objective: This study aims to produce a conceptual model as a strategy for building mathematical abilities in deaf students. Methods: This is qualitative research with a grounded theory design involving 45 deaf students from four middle schools in Indonesia. Findings: The results of the data analysis at the open coding stage obtained five categories of visual, feeling, understanding, learning experience, and habits in learning mathematics. At the axial coding stage, mathematical understanding was used as the core category. While at the selective coding stage, a conceptual model was built where each category contributes to building mathematical abilities. Conclusion: That efforts are crucial to develop the mathematical abilities of deaf students comprehensively. This can be done by visualizing the problems, connecting the problems with the student environment, providing learning experiences with various questions, giving motivation, and increasing self-confidence using praise and more attention from parents or teachers.
Keywords: deaf student, grounded theory, mathematical abilities.
Abstrak: Bagaimana Membangun Kemampuan Matematis pada Siswa Tuna Rungu? Sebuah Teori Dasar. Tujuan: Penelitian ini untuk menghasilkan model konseptual sebagai strategi untuk membangun kemampuan matematik pada siswa tunarungu. Metode: Penelitian kualitatif dengan desain grounded theory yang melibatkan 45 siswa tunarungu dari empat sekolah menengah pertama di Indonesia. Temuan: Hasil analisis data pada tahap open coding diperoleh lima kategori yaitu visual, feeling, pemahaman, pengalaman belajar, dan kebiasaan dalam pembelajaran matematika. Pada tahap pengkodean aksial, pemahaman matematis digunakan sebagai kategori inti. Sedangkan pada tahap selective coding, dibangun model konseptual dimana setiap kategori berkontribusi dalam membangun kemampuan matematis. Kesimpulan: Upaya pengembangan kemampuan matematis siswa tunarungu sangat penting dilakukan secara komprehensif. Hal ini dapat dilakukan dengan memvisualisasikan masalah, menghubungkan masalah dengan lingkungan siswa, memberikan pengalaman belajar dengan berbagai pertanyaan, memberikan motivasi, dan meningkatkan kepercayaan diri dengan pujian dan perhatian lebih dari orang tua atau guru.
Kata kunci: siswa tuna rungu, teori dasar, kemampuan matematis.
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