Abstract
Dyscalculia is one of the barriers to learning for students with some special mental retardation needs. Students with intellectual disabilities may also have dyscalculia. In that sense, in learning mathematics, it is necessary to use various learning media. Related to this condition, the present study aims to determine the effect of the use of instructional video media to introduce natural numbers to students who experience mental retardation with dyscalculia. This type of research is an experimental research design with a single subject. This single-subject research uses the A - B method. The research subjects were chosen based on a purposive sampling technique because the researchers had to find subjects with mental retardation as well as dyscalculia characteristics with these characteristics one elementary special school in Yogyakarta was found. Data collection techniques involved using the method of observation, interviews to determine the characteristics of the subject, tests to determine the ability of subjects to recognize natural numbers. The results of this study indicate that interactive media positively influences the ability to recognize natural numbers in mentally retarded children with dyscalculia. This can be seen from the average score obtained by the subjects before being given an intervention that is 30 and increased to 54 after being given an intervention.
Highlights
Mathematics has an important role in life, in addition to functioning as a tool for problem-solving, logical thinking, and reasoning, it functions as a tool for communication between individuals (National of Council Teacher of Mathematics, 2000b; Stylianou et al, 2015; Widodo et al, 2019, 2020)
The results showed that the video was used by mentally retarded children with dyscalculia in activities to recognize numbers
Based on the results of research and discussion, it can be concluded that interactive media influences the ability to recognize numbers in mentally retarded children who experience dyscalculia
Summary
Mathematics has an important role in life, in addition to functioning as a tool for problem-solving, logical thinking, and reasoning, it functions as a tool for communication between individuals (National of Council Teacher of Mathematics, 2000b; Stylianou et al, 2015; Widodo et al, 2019, 2020). Participatory Educational Research (PER), 8(2);108 April 2021 activity for mentally retarded children (Chodura et al, 2015; Dowker & Sigley, 2010; Nuari et al, 2019; Scherer et al, 2017) This is because mentally retarded children experience inhibition of intelligence function, disability in social behavior or adaptation, and barriers to social behavior or adaptation that occur during the ages of development i.e. up to the age of 18 years (Baştürk, 2016; Dekker et al, 2016; El-Keshky & Emam, 2015; Emam & Kazem, 2015; Harvey & Miller, 2017; Martin et al, 2017). It is very natural that students with this category have difficulty learning mathematics. If this lack of reasonableness is allowed to continue, students with special needs become unable to think logically, and mathematical communication weakens. The effect of students with this category is very dependent on the presence of others
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