PENGGUNAAN MEDIA PEMBELAJARAN ADAPTIF BERBASIS REALISTHIC MATEMATHIC EDUCATION (RME) UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATERI KUBUS DAN BALOK SISWA INTELLECTUAL DISABILITY RINGAN KELAS V SD/MI

Ahmad Syaripudin, NIM.: 24204081005 (2026) PENGGUNAAN MEDIA PEMBELAJARAN ADAPTIF BERBASIS REALISTHIC MATEMATHIC EDUCATION (RME) UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATERI KUBUS DAN BALOK SISWA INTELLECTUAL DISABILITY RINGAN KELAS V SD/MI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

	Text (PENGGUNAAN MEDIA PEMBELAJARAN ADAPTIF BERBASIS REALISTHIC MATEMATHIC EDUCATION (RME) UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATERI KUBUS DAN BALOK SISWA INTELLECTUAL DISABILITY RINGAN KELAS V SD/MI) 24204081005_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (12MB)
	Text (PENGGUNAAN MEDIA PEMBELAJARAN ADAPTIF BERBASIS REALISTHIC MATEMATHIC EDUCATION (RME) UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR MATERI KUBUS DAN BALOK SISWA INTELLECTUAL DISABILITY RINGAN KELAS V SD/MI) 24204081005_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (16MB) | Request a copy

Abstract

This research is motivated by the difficulty of students with mild intellectual disabilities in understanding abstract mathematical concepts, thus having an impact on low interest and learning outcomes. The material of cubes and blocks was chosen because it is a concrete concept of building a space, easy to find in daily life, and allows the use of real objects as a learning medium. Conventional approaches are often less effective for students with limited cognitive characteristics, so more concrete and contextual adaptive learning media are needed. The purpose of this study is to describe the implementation of the use of RMEbased adaptive learning media on cube and block materials in increasing the interest and learning outcomes of students with mild intellectual disabilities through the design of SSR A1–B1–A2–B2, as well as to determine the increase in students' interest and learning outcomes after the application of these media. This research uses an RME approach that emphasizes learning through real contexts, concrete objects, and manipulative activities so that students can build a gradual understanding of concepts. The Universal Design for Learning (UDL) principle is applied to support learning flexibility through a variety of material presentation, student engagement, and expression of understanding that are appropriate to students' cognitive, attention, and learning speed characteristics. The research method used is Single Subject Research (SSR) with a design of A1– B1–A2–B2. The subject of the study was a grade V student who had a mild intellectual disability with an IQ score of 64. The study was conducted in four phases: baseline-1 (A1), intervention-1 (B1), baseline-2 (A2), and intervention-2 (B2). The data was analyzed visually using graphs, including trend direction, level change, data stability, and percentage overlap between conditions. The results of the study showed that in the baseline phase, students' interest and learning outcomes were still low. After the intervention in phase B1, students showed increased attention, engagement, and the ability to understand the concept of cubes and blocks through concrete objects. This improvement remained visible at baseline-2 (A2) and was increasingly consistent at intervention-2 (B2). The overlap analysis showed no overlap between the baseline and intervention phases, which indicates the positive influence of the intervention on student learning behavior. This research makes a theoretical contribution by demonstrating the effectiveness of the integration of RME and UDL principles in mathematics learning for students with mild intellectual disabilities. Practically, this study provides a concrete and contextual model of adaptive learning media, which teachers can use to improve their interest and learning outcomes in mathematics, especially in building materials such as cubes and blocks.

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