TY  - THES
N1  - Pembimbing: Sumbaji Putranto, M.Pd.
ID  - digilib69171
UR  - https://digilib.uin-suka.ac.id/id/eprint/69171/
A1  - Ainur Rosyidah, NIM.: 20104040018
Y1  - 2024/12/27/
N2  - 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.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Hambatan Pembelajaran
KW  -  Matematika
KW  -  Inklusi
KW  -  Tunarungu
KW  -  Siswa
KW  -  Guru
KW  - 
Keluarga
M1  - skripsi
TI  - HAMBATAN PEMBELAJARAN MATEMATIKA SISWA TUNARUNGU DI KELAS INKLUSI BERDASAR PENGALAMAN SISWA, GURU, DAN KELUARGA
AV  - restricted
EP  - 359
ER  -