PROFIL PEMECAHAN MASALAH SISWA TUNA GRAHITA PADA PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN PENDEKATAN FORMAL DAN PENDEKATAN FORMAL DIVARIASI PENDEKATAN FUNGSIONAL
Abstract: The objectives of
this research were to investigate: (1) the profile of problem solving in
mathematics of a deaf child in solving the geometrics problems with the
learning using the formal approach; and (2) the profile of problem solving in
mathematics of a deaf child in solving the geometrics problems with the
learning using the formal approach varied with the functional approach. This
research used the qualitative explorative research method. The subject of the
research consisted of one deaf male student and was taken by using the purposive
sampling technique. The subject was determined according to the following
considerations: (1) the student had not too few and not too many incorrect
answers; and (2) he could communicate well based on the information obtained
from his teacher. The data of the profile of problem solving in mathematics
were gathered through test and interview with the student on how to solve the
test problems. The data were validated by using the time triangulation. They
were analyzed by using the interactive model of analysis consisting of the
following measures: data reduction, data display, and conclusion drawing. The
results of the research were as follows:
1) The problem solving in Mathematics of the deaf child with the learning using
the formal approach results in the following findings: (a) recognizing some
colors when they are the colors of flat structures; (b) being difficult to
understand the meanings of questions if they contain more than one answer; (c)
being unable to recognize some spatial structures well; (d) being unable to use
ruler; and (e) unable to differentiate the letters well. 2) The problem solving
in mathematics of the deaf child with the learning using the formal approach
varied with the functional results in the following findings: (a) at the
beginning the child is difficult to recognize some of the spatial structures,
but after having practiced drawing with colors and then compared them with the
ones in the spatial structure learning, that is the ones in the test problems
and the ones in the learning instruments, he gradually recognizes the spatial
structure; (b) principally he can recognize the spatial structures, but when
the spatial structures are put vertically and horizontally, he feels difficult
to recognize them; (c) the students is difficult to count the number of sides
of quadrangle pyramid ; and (d) he is difficult to understand the meanings of
questions so that the answers given are not synchronized with the questions.
Penulis: Vivi Fenty Anggraeny,
Budi Usodo, Riyadi
Kode Jurnal: jpmatematikadd140185
