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HAMBATAN PEMBELAJARAN MATEMATIKA SISWA TUNARUNGU DI KELAS INKLUSI BERDASAR PENGALAMAN SISWA, GURU, DAN KELUARGA
This study aims to know and describe the barriers to learning mathematics of deaf students in inclusive classes according to students, know and describe the barriers to teaching mathematics of deaf students in inclusive classes according to the teacher's perspective, know and describe the barriers to math learning assistance of deaf students in inclusive classes according to the family perspective. This research is a qualitative research with a case study research type. The subjects of this research consisted of 5 deaf students, 3 teachers, and 4 families of deaf students. The instruments used were observation and interview guidelines. The data analysis technique used qualitative analysis which was carried out with 3 stages, namely data reduction, data presentation, and conclusion and verification stages. The barriers to learning mathematics are studied through three perspectives, namely the experiences of students, teachers, and families. Learning barriers for deaf students in inclusive classes can be divided into three categories. First, human side barriers namely difficulties in understanding abstract mathematics material and limited verbal communication. Second, environmental barriers, such as the difficulty of interacting with peers and following the dynamics of a class that is mostly filled with hearing students. Third, technological barriers, namely limited hearing aids and lack of supportive learning media. Teachers also face three categories of barriers, namely human side barriers in the form of difficulties in teaching complex material and limitations in communication, environmental barriers that arise in deaf students who tend to be quiet so it is difficult for teachers to know their understanding, and technological barriers in the form of less than optimal use of learning media that suit the needs of deaf students. From the family perspective, barriers include parents' difficulties in assisting children to understand complex material, external distractions at home that affect children's learning focus, and the lack of wise management of technology that can become a distraction in learning.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
HAMBATAN PEMBELAJARAN MATEMATIKA SISWA TUNARUNGU DI KELAS INKLUSI BERDASAR PENGALAMAN SISWA, GURU, DAN KELUARGA (Text)
HAMBATAN PEMBELAJARAN MATEMATIKA SISWA TUNARUNGU DI KELAS INKLUSI BERDASAR PENGALAMAN SISWA, GURU, DAN KELUARGA (Other)
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