European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 2 │ 2017
doi: 10.5281/zenodo.247760
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS
LEARNING OUTCOMES OF THE ADDITIVE FRACTIONS USING
FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
Fauzi Nahwah M.i, Abdul Salim Choiri, Sunardi
Sebelas Maret University Surakarta, Indonesia
Abstract:
The purpose of this study is to determine the effectiveness of using the beam media on
fractions students with visual impairment to improve the learning outcomes about
mathematical summation material on fractions students in YKAB special schools (SLB)
Surakarta. The research method which is used in this study is single subject research
design experimental that is design A-B-A (Baseline-1 - Intervention - Baseline-2) with
the subject is chosen directly by the researchers based on the need of two students on a
4th grade of special school. The Techniques of analysing data used are statistical
analysis and visual analysis. Statistical analysis is in the form of charting a simple
statistic description of Antam. Visual analysis focuses on changes in one variable and
two conditions (results) that change all the intervention phase and the changing
compared with the baseline phase. Based on data analysis from all three phases, it is
known that the using of fractional block media provides positive influence on
mathematics learning outcome fractions summation material of students with visual
impairment. Based on these results, we can conclude that fractional block is an effective
media to improve the learning outcomes about fraction summation material for fourth
grade students with visual impairment.
Keywords: students with visual impairment, mathematics learning, the block media,
the additive fractions
i
Correspondence: email fauzinahwah@outlook.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
89
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
1. Introduction
The students with Visual Impairment is one of the children with special needs who
experience obstacles in the power of vision. Rogow and Manson in Hadi (2007) give the
term as Visual Impairment. The terms are described about the type of blind and low
vision. Blind is used to describe the children who use the palpability in the study, while
less refer to tellfor the children who mostly study using residual vision. In the process,
children who are blind and less to see have barriers respectively. To the children who
are blind information retrieval depend more on other senses that are still functioning.
Besides, the children having less see, the rest of their vision can still be used to obtain
information, while the other senses are functioning to support the acquisition of such
information.
One impact of disturbance blindness either blind or less see is in cognitive
development. Cognitive development is not only closely related to intelligence
capabilities but also with the ability of the sense of sight. Kosasih (2012) revealed that
the blind children have the concepts of an object that is not intact especially, in children
who are totally blind. It happens because the children do not have impression,
perception, understanding, memory, and visual understanding of the nature object. The
understanding of the information and knowledge when the learning of totally blind
children depends on sensory experiences that gained through the other functioning
senses. Research conducted by Nolan and Ashcroft in Hildayani (2009) found that
children with visual impairment had showed poor performance on tasks that require
abstract thinking.
The students with Visual Impairment get learning materials in schools through
some subjects, one of them is Mathematics. The subject is largely abstract. Pakasi in
Purbaningtyas (2013) revealed that "essential numeracy teaching is the ability of abstract
thinking, because basic counting is the relationship between the relationship of two numbers or
more." Nonetheless, the mathematic subject is very important to be mastered by
students with Visual Impairment including blind children. Cockrof in Abdurrahman
(2012) suggested that mathematics should be taught because (1) it is always used in all
facets of life; (2) all fields of study require appropriate math skills; (3) it is a powerful
way of concise and clear communication; (4) it can be used to present information in
various ways; (5) it improves the ability to think logically, accuracy, and spatial
awareness; and (6) it gives satisfaction efforts to solve challenging problems. Based on
these opinions, mathematics needs to be taught to students, including blind children to
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
90
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
overcome the problems of everyday activities such as buying and selling, activity
measurement, the distance calculating, and so forth.
Minarti’s research (2010) revealed that "based on the fact the blind children have poor
numeracy skills". One of the difficulties face by most of the students with visual
impairment in learning of mathematics is the material fractions. Fraction is a number
that denote the amount numbers from some parts of numbers that have been shared
equally. Fraction consists of a specifies numerator, the number of whole numbers, and
the denominator stating which is divided equally. According Muhsetyo (2007), the
fractions based on the principle declared some parts of a number of equal parts. The
entire amount of the same section together forma unit (unit). In line with these
opinions, Sulardi (2008) stated that the denominations is part of something that is intact.
The fraction is shown by the shaded area.
Students who bear the totally blind have difficulty in solving math problems, one
of them is in a fractions summation material. Understanding the concept of a quarter,
half, and others is one example of the using of fractions in dialy life. Therefore, the
concept of fractions is very important to be learned both from the mathematical sciences
and in daily life. Meanwhile, to build the understanding the concept of fractions is not
easy especially for students with visual impairment, because fractions are not a whole
number. As a result, fractional math learning materials need props or concrete media
for students with visual impairment in order to know the truth and minimize the
possibility of misperception in fraction summation.
Problems are experienced by students with visual impairments totally need a
way out to solve it. Learning math is a subject providing life skills which are useful in
daily life, including for total impaired students. One way to prevent total blind children
in order not to fail in mathematics learning material sum of fractions is using props or
media that appropriate with the needs of children.
Several studies have been conducted about using the fractional block media to
solve the problems on a child's math learning about the fraction materials. The
researchers are interested in using fractional block media to improve learning outcomes
in math fractions summation material for visually impaired students who experience
total disability. Thus, fractions block media is used by the researchers to help students
with total visual impairment in improving learning outcomes about fractions
summation material.
Kustadi (2011) revealed that the learning media is a tool that can help the
learning process and serve to clarify the meaning of the message, so as to achieve the
better and perfect learning objectives. Learning media is a way to improve the teaching
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
91
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
and learning process. Considering of many forms of media, the teacher must choose it
carefully and use it appropriately. In the teaching and learning activities, the use of
word instructional media is often changed with terms such as instructional materials,
audio-visual communication, visual education, the props and media of descriptors.
According Sukayati and Suharjana (2009), the meaning of fractions block media
is a media that has circular base and can be divided based on the desired fractions. The
function of fractions block media is to invest the concept of (1) stating fraction to other
forms; (2) making simplethe fractions; (3) comparing two fractions; (4) performing the
operation of arithmetic fractions.
Media of fraction block are the props made from cardboard or paper circular
and modified which can help the teachers to convey the subjects of fraction material.
Media of fraction block is a concrete media that can construct abstract things such as
sum of mathematical fractions. Research conducted by Margiyono (2009), fractional
block has been qualified as educational props as follows;
1) Based on mathematic concept;
2) Can clarify the concepts of mathematicsin the real form;
3) Durable;
4) Having attractive color and shape;
5) Made from safe materials for the health of students;
6) Simple and easy to manage;
7) Having appropriate and balanced size with the physical size of the student;
8) Can be manipulated; and
9) Helpful.
We know the students with visual impairment have barriers in his vision, so the
using of direct touchable media is expected help the students with total impairment to
solve their problem on construction immateriality fractional material. Thus, the material
can be concrete and understood easily, and their study result of fraction sum material
can increase.
2. Material and Methods
2.1 Subject and Setting
The subjects research are two students that totally blind based on the criteria that
researchers need, the fourth grade of Special School (SLB) YKAB Surakarta, Indonesia.
This research was conducted in the classroom when teaching learning process and
individual for 60-90 minutes for each session.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
2.2 Collecting Data and Instrument
A. Test
Form of the tests that is used in this study is an objective written test that has 10 items
with multiple choice type having more two alternative answers. Objective test with
multiple choice type is chosen in this study owing to adapt the characteristics and
capabilities of research subjects, that is the fourth grade students with visual
impairment. The grating questions that are used in this study are as follows:
Table 1: Mathematics Test criteria Material Addition Fraction
Standard
Competence
Competence
Basic
Use fractions
Add
in problem
fractions
Material
1.
solving
2.
Fraction with
Indicator
1.
two equal
denominator
denominators
Fraction with
fractions
2.
denominator
Number
Questions
about
Add up the
the same
different
Number of
2
1,2
2
3,4
2
5,6
1
7
1
8
2
9,10
Add up the
two different
denominators
fractions
3.
Add up
fractions with
integers
4.
Add up the
three fractions
same
denominator
5.
Add up the
three different
denominators
fractions
6.
Resolve
fractions
The way to answer the test is by selecting a correct answer of four options (A / B / C / D)
on the provided answer sheet. While the assessment system used to calculate the results
of the students' answers in solving the test are as follows:
1. If the student answers correctly, 10 will be got for each number;
2. If the student answers incorrectly, 0 will be got for each number;
3. The total score / maximum value of 100;
4. The final score is the sum of acquisition score.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
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Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
B. Documentation
In this study, the documentation used is written form in which the result of the test for
first student ability in solving the mathematic test about fractions summation.
2.3 Procedures
In this study, the experimental approach of Single Subject Research means the research
is a single subject. Single subject research is research with the subject or a single
participant which the results of experiments are presented and analyzed based on
individual subjects (Sukmadinata, 2006). Single Subject Research with pattern A-B-A
(Baseline-1 - Intervention - Baseline-2), where the design may show the cause of the
intervention on the dependent variable.
1) Baseline-1phase
Baseline-1 in this study is the condition of the child's ability to solve problems about
fractions summation material without the assistance from fractional block media that is
implemented for three section of meeting.
2) Intervention phase
In the implementation of this intervention, the researchers used a fractional blok media
in mathematics learning activities about fractions summation. In this phase is done in
four sessions.
Picture 1 : The Fractions Block Media
a. Baseline-2 phase
Baseline-2 activity is a repetition activity of baseline-1 that is intended as an evaluation
to see the effectiveness of interventions on children ability to fractions summation
materials. In this phase is performed three sessions.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
94
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
2.4 Analysis Data
The Technique of analysing data used simple statistics by creating graphs, descriptive
statistics, and visual analysis. The analysis compares the conditions in state and interstate. Analyzing data in this study related to the change to a variable. Obviously,
researchers should focus on changing one variable and two conditions (results) that
have changed through all the intervention phase and the changing is compared to the
baseline phase. If it is true, there is a changing in the baseline phase and the
intervention phase and occurs only on the dependent variable, it is indicated that there
is an effect of intervention on the subject. In addition, in analyzing is done not only in
phase, but also have to analyze the inter condition to determine cause and effect.
3. Results and Discussion
A. Baseline-1 phase
Baseline Phase 1 (A1) which is performed in three sessions to the subject AF and YIA, is
put in a table format as a whole. Data from the study at baseline phase 1 (A1) are
presented in the following table:
Table 2: Baseline Phase 1 (A1)
Subject
AF
YIA
Session
Value
The Correct Answers Items
The Wrong Answer Item
1
40
1,2,7,9
3,4,5,6,8,10
2
40
1,2,3,7
4,5,6,8,9,10
3
40
1,2,7,9
3,4,5,6,8,10
1
50
1,2,7,9
3,4,5,6,8
2
50
1,2,3,5,7
4,5,6,8,10
3
50
1,2,3,4,8,9
5,6,8,9,10
Based on AF’s data score record in baseline phase 1 (A1), there are three sessions with
the acquisition of score at session 1: 40, 2: 40 sessions, and session 3 namely 40. While
recording a score YAI showed that baseline phase 1 (A1) conducted during three
sessions with the score acquisition at session 1 is 50, the second session is 50, and the
third session is 50 scores. Furthermore, to clarify the results of the baseline 1 (A1), the
baseline data 1 (A1) is converted into graphic form as follows:
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
95
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
Picture 2. Graph Data of Baseline Phase 1 (A1) Subject AF and YAI
The results of the baseline 1 (A1)
Subject AF dan YAI
100
Value
80
60
50
50
50
40
40
40
1
2
Session-
AF
40
YAI
20
0
3
The graph illustrates the first condition of the AF and YAI before given
intervention (B) using a fractional block media to improve learning outcomes about
mathematical fractions summation materials. When doing fractions summation, AF and
YAI gets relative low score in 1-3 session, ranging from 40-40 for AF and 50-50 for YAI.
From the baseline data 1 (A1), it is known that there tendency ability of fractions
summation at baseline 1 (A1) AF and YAI before doing intervention (B).
B. Intervention phase
The intervention activities (B) are conducted in four sessions which are started by
implementing fractional block media for learning fractions summation materials. The
steps involved in the intervention (B) are as follows:
1) The blind subjects is in the classroom;
2) The researcher describes the fractions material;
3) The researcher shows block fractions media;
4) Blind subjects grope fractions block media shown by researchers;
5) The research shows
various fractions and visually impaired subjects
notices by groping block fractions media shown by researchers;
6) The blind subjects imitate fractions exemplified by researchers using
fractions block media;
7) The blind subjects try to mention fractions using a fraction block media;
8) The researchers demonstrate how to sum fractions using block media,
then the subjects observe by groping block fractions exemplified by
researchers;
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
96
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
9) The blind subjects attempt a simple sum of fractional numbers using
fractions block media;
10) The blind subjects try to practice the sum of fractions using a fraction
block media;
Data from intervention (B) of 4 sessions are incorporated into table format. Data
from the study on the intervention phase (B) are presented in Table 3.
Table 3: Intervention Phase (B)
Subject
Session
Value
Item Correct Answers
Item Wrong Answer
1
60
1,2,3,4,7,9,10
5,6,7,8
2
60
1,2,4,7,9,10
3,5,6,8
3
70
1,2,3,4,7,9,10
5,6,8
4
70
1,2,4,5,7,9,10
3,6,8
1
80
1,2,3,4,7,8,9,10
5,6
2
80
1,2,3,4,5,7,9,10
6,8
3
90
1,2,3,4,5,6,7,9,10
8
4
90
1,2,3,4,5,7,8,9,10
6
AF
YAI
Table 3 presents data on the intervention phase (B) which is carried out in four sessions.
The lowest score obtained by AF is 60, and the highest score obtained by AF is 70. The
lowest score is obtained by YAI is 80 and the highest score obtained is 90. Furthermore
the final score of AF and YAI in the intervention phase (B) is converted into graphic
form as follows:
Picture 3: Graph of Data Interventions Phase (B) of subject AF and subject YAI
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
97
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
C. Baseline-2 phase
The data gained from baseline 2 (A2) during 4 sections is entered to table form. The
data result of research based on baseline phase 2 (A2) is performed on 4.13 tabel.
Tabel 4: Baseline Phase 2 (A2)
Subject
AF
YIA
Session
Value
Item Correct Answers
Item Wrong Answer
1
80
1,4,5,6,7,8,9,10
2,3
2
80
1,2,4,5,6,7,9,10
3,8
3
90
1,2,3,5,6,7,8,9,10
4
1
90
1,2,3,4,6,7,8,9,10
5
2
100
1,2,3,4,5,6,7,8,9,10
0
3
100
1,2,3,4,5,6,7,8,9,10
0
Based on these data, score of AF and YAI shows that there are three session in baseline
phase 2 (A2). AF obtains 80 in first session, 80 in second session, and 90 in third session.
While, YAI obtains 90 in first session, 100 in second session, and 100 in third session.
Furthermore, data baseline 2 (A2) is converted into graphic form as follows:
Picture 4: Graph of Baseline Phase 2 (A2) for subject AF and subject YAI
Graph baseline phase 2 (A2) describes the condition of the subject AF and YAI after
given (B) intervention using a fractional block media to improve mathematics learning
outcomes fractions summation materials. The score result of AF’s study in 1-3 sessions
is relatively high which is around 80-90. In addition, the score result of YAI’s study in 13 sessions is also high, that is from 90-100.
Baseline data 2 (A2) shows that there is a tendency stability mathematic score
acquisition on fraction summation materials learning outcomes after intervention (B).
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
98
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
According to the data of baseline phase 1 (A1) which obtained from subject AF and
YAI, their mathematic learning outcomes on fractions summation materials have
increased after giving intervention (B)by using the media block fractions. It can be seen
from the increased scores achieved by subject AF and YAI starting from from baseline
phase 1 (A1), intervention phase (B), and baseline phase 2 (A2).
This research was conducted with a single subject design A-B-A, the baseline
phase 1 (A1), intervention phase (B), and baseline phase 2 (A2). All phases are carried
out on different days with the same subject and treatment in accordance with the given
phase. Baseline phase 1 (A1) was conducted in three sessions, intervention phase (B)
was conducted in four sessions, and baseline phase 2 (A2) was conducted in 3 sessions.
Various information has been obtained in the baseline phase 1 (A1) phase, intervention
(B), and baseline phase 2 (A2). There are three sessions at the baseline phase 1 (A1). This
phase is the measurement of blind students’ mathematical learning outcomes on
fraction summation materials before receiving intervention. In Baseline phase 1 (A1),
the subjects were given 10 items of mathematics multiple choice test related to fractions
summation materials. Based on data analysis obtained from baseline phase 1 (A1), the
average score obtained from AF is 40 and YAI is 50. The data obtained at baseline
phase 1 (A1) have a high stability (100%) on the subject AF and YAI Based on these data
it can be seen that the ability blind children before given treatment on mathematic
learning outcomes with fractions summation material is quite low. Since there is no
media which can help student on fractions summation, that condition occurs to the
blind students who still have difficulty in understanding the concept of fractions
summation. After obtaining students’ capability data on stable fractions summation
materials, we conducted intervention phase (B).
Intervention phase (B) was conducted four times. The researchers used fractions
summation block media for conveying fractions materials in intervention phase (B). The
principle of learning with fractional block
media is real, durable, attractive, and
rewarding. By using this fractional block media, the students can study about fractions
concretely. Based on the analysis of data obtained in intervention phase (B), AF
obtained average score of 70.25. While, YAI obtained average score of 91.75. The data
obtained in intervention phase (B) has high sufficient stability data, 100% in each
subject. According to the data, it can be seen that the results of learning mathematics on
fractions summation materials using fractions block media toward blind children have
increased from baseline phase 1 (A1). It happened since the blind students can construct
the abstract objects into the concrete one which is touchable and can be used for fraction
summation by using that media. After studying mathematics results data fractions
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
99
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
summation material, blind children showed a positive trend and stable, then the
introduction of the intervention is stopped. The next phase is the baseline phase 2 (A2).
Baseline Phase 2 (A2) is the final phase in the research design with A-B-A. Baseline
Phase 2 (A2) is a measurement of the condition of the end result of learning
mathematics fractions summation material blind students after a given intervention (B)
by using the media block fractions. Measurement results summation mathematics
learning material fractions in baseline phase 2 is done by giving the sum of fractions
math problems as many as 10 items directly with multiple choice. Based on the analysis
of data obtained at baseline phase 2 (A2), the averaged score of AF IS 83.3. While the
subject YAI got a score averaged 96.7. Data obtained at baseline phase 2 (A2) has a high
data stability, which amounted to 100%. Based on these data, it can be seen the blind
students’ results of learning math fractions sum after being given treatment using block
media fraction increased from baseline phase 1 (A1), and the intervention phase (B).
After mathematic result on fractions summation materials toward visual impaired
children has stable data, so the intervention is stopped.
Based on an analysis of data from all three phases, it is known that the use of
fractional block media provide positive influence on mathematics learning outcome on
fractions summation material toward blind students. It can be happened because the
baseline 1 (A1) phase to intervention (B) increased from each subject. Besides, through
baseline 2 (A2) which has positive improvement from baseline phase 1 (A1) and
intervention phase (B). Data obtained in all phases of the data also have good stability.
"Besides the aspects of stability, whether there is intervention effect or not on the dependent
variable also depends on the aspect of level changes, and the size of the overlap that occurs
between the two conditions being analyzed", (Sunanto, 2005). From the analysis of these
data, it is known that both peresentase overlap data in this study is 0%. According
Sunanto (2005), "The lower of overlap percentage the better intervention effect to the target
behavior". Thus, the use of the fractions block media in this study is effective to improve
blind students’ mathematics learning outcomes on fractions summation material.
Fractions block media can be used as an interesting learning media. Fractional
block media is a media made from cardboard, with circle-shaped base and it can be
divided according to desired fractions. Fractions block media is used as a learning
media which construct abstract fragments into concrete one, so the students with visual
impairment can learn fractions summation materials easily. The implementation of that
media is adapted to students’ need and ability. Having fractions block media in
learning fractions summation, students with visual impairment become enthusiastic to
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
100
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
participate in learning. It also can increase student interest and reduce their bored when
learning mathematics focusing on fraction materials.
Based on research that has been conducted, the use of fractions block media for
learning mathematics focusing on fractions summation materials has some advantages
and disadvantages. The advantages obtained from the use of fractions block media in
learning mathematics focusing on fractions summation materials is increasing
enthusiasm of students with visual impairment to participe in learning activities in
order to increase their learning outcomes. Material that is simple, real, easy to obtain,
and practical size can accommodate students with visual impairment who prefer the
tactile senses to learn mathematics fractions summation material. Other advantages
obtained by the students is improving memory and easing them with visual
impairments to learn fractions summation through concrete media. By using fractional
block media, students with visual impairments can learn math fractions summation
material independently.
On the other hand, there are weaknesses of all of media that has been designed.
The weaknesses of using fractional block media is if the fraction shows large number,
the fractional block will be divided into several smaller parts. So, it can be difficult for
children with visual impairment. The fractions block size per-5, per-6, -per-7-per-8, per9, and per-10 showed almost the same size, so the possibility of students with visual
impairment having an error in the add fractions due to errors in taking media block
fractions may happened. Besides, fractional block media made from cardboard with a
smooth-rough surface is only owned by teachers, so students must take turns when
using it and it spends much time. As a result, an action of perfecting fractional block
media for further research is needed.
If the fractional block media effective in improving learning outcomes of math
fractions summation material, the media can be used in studying the concept others
fractions. Media is able to make the learning process more enjoyable. Then, the students
with visual impairment can understand the concept of fractions well. They are also
more active and motivate teachers to be more creative in using provided learning media
in order to achieve the learning objectives and improve the quality of education.
4. Conclusion
Based on these results, it can be conclude that the use of fractional block media is
effective to improve mathematics learning outcomes focusing on fraction summation
material toward the fourth grade students with visual impairment.
European Journal of Special Education Research - Volume 2 │ Issue 2 │ 2017
101
Fauzi Nahwah M., Abdul Salim Choiri, Sunardi
SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
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SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
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SINGLE SUBJECT RESEARCH: INCREASING MATHEMATICS LEARNING OUTCOMES OF THE ADDITIVE
FRACTIONS USING FRACTIONAL BLOCK MEDIA TOWARD STUDENTS
WITH VISUAL IMPAIRMENT
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