PENGENALAN KONSEP BANGUN RUANG PADA PESERTA DIDIK TUNANETRA DI SLB
Abstract
Blind students have limitations in obtaining visual information. In general, they only use the senses that still function apart from sight, so that during learning they only rely on verbal explanations from the teacher and the help of concrete objects that can be touched. This research aims to describe the process of introducing the concept of geometry, and knowing the increase in learning outcomes and enthusiasm in learning with concrete objects as media. This research is a qualitative-descriptive type. Data collection is done by observation, documentation, and tests. The research subjects were all class VIII blind students at SLB Negeri Rasau Jaya. The results of the analysis show that the introduction of the spatial concept is carried out in three stages, namely the preliminary stage, the core activity, and the closing stage. The results also showed an average increase in learning outcomes of 33.33% after using concrete objects as media. In addition, blind students show positive enthusiasm in learning with the help of concrete objects.
References
Arsyad, A. (2015). Media Pembelajaran. Jakarta: PT Rajagrafindo Persada.
Aziz, S. (2015). Pendidikan Seks Anak Berkebutuhan Khusus. Yogyakarta: Gava Media.
Buzzi, M. C., Buzzi, M., Leporini, B., & Senette, C. (2015). Playing with geometry: A multimodal android app for blind children. ACM International Conference Proceeding Series, 28(April 2017), 134–137. https://doi.org/10.1145/2808435.2808458
Gorini, Catherine A. (2009). Geometry Handbook. Facts On File.
Daryanto. (2013). Media Pembelajaran. Yogyakarta: Gava Media.
Hartoyo, A., Nursangaji, A., & Suratman, D. (2019). Pengembangan Kompetensi Sikap dalam Pembelajaran Matematika Secara Holistik Bersumber Qur’an. Jurnal Pendidikan Matematika dan IPA, 10(1), 149. https://doi.org/10.26418/jpmipa.v10i1.30033
Heward, W. L. (2013). Exceptional Children: An Introduction To Special Education. Pearson Education.
Irdamurni. (2019). Pendidikan Inklusi: Solusi dalam Mendidik Anak Berkebutuhan Khusus. Jakarta: Prenadamedia Group.
Irham, M., Wiyani, & A, N. (2013). Psikologi Pendidikan: Teori dan Aplikasi dalam Proses Pembelajaran. Yogyakarta: Ar-Ruzz Media.
Risaldi, L., Jaeng, M., & Bennu, S. (2014). Profil Teknik Guru Mengajarkan Sifat-Sifat Kubus, Balok, Tabung, Dan Bola pada Siswa Kelas IV Tunanetra di SDLB ABCD Muhammadiyah Palu. Aksioma, 3(2). https://doi.org/10.22487/aksioma.v3i2.35
Safitri, Y. W. (2018). Metode Direct Learning Berbantuan Kotak Sortasi Terhadap Kemampuan Mengenal Bangun Ruang Pada Anak Tunanetra. Jurnal Pendidikan Khusus 10(2).
Saputri, A. E., & Wangid, M. N. (2013). Pembelajaran Sains Sd Untuk Siswa Tunanetra Di Slb-a Yaketunis. Jurnal Prima Edukasia, 1(2), 124–134. https://doi.org/10.21831/jpe.v1i2.2630
Schmidt, A. J. (2017). GEOVIB - An Application to Support Visually Impaired and Blind Children in Following Geometry Lectures. Thesis.
Somantri, Sutjihati T. H. (2012). Perkembangan Anak Luar Biasa. Bandung: Refika Aditama.
Sugiyono. (2021). Metode Penelitian Pendidikan. Bandung: Alfabeta.
Sunarto, & Hartono, B. A. (2013). Perkembangan Peserta Didik. Jakarta: Rineka Cipta.
Supena, A. (2022). Pendidikan Inklusi Untuk ABK. CV Budi Utama.
Timothy, D. J. (2018). Routledge handbook on tourism in the Middle East and North Africa. In Routledge Handbook on Tourism in the Middle East and North Africa. https://doi.org/10.4324/9781315624525
