Abstract
Virtual manipulative can be used as a tool for supporting learning mathematics for all students. Virtual manipulative can be related with the general academic curriculum and student activities. Virtual manipulative can provide students with a chance reverse of mathematical concepts and ultimately exhibit measurable learning skills. If a student is using virtual manipulative, they can use their hand coordination to create something new. Motoric skill is related to thinking ability. Motoric skill plays an essential role in th inking ability for student. This study aimed to explain how virtual manipulative can improve motoric skills. This research is descriptive qualitative research. The subjects of this study were students who were diagnosed with autism at primary and secondary levels. The results showed that learning mathematics with a virtual manipulative made the students interested in following the learning path. They tinkered with virtual manipulative coordination between the eyes and hands. Some of the motoric activities they did during math learning included counting different fingers, writing numbers that appeared on the computer screen, and composed a puzzle. Learning packed like this can increase the interest of autistic students to learn mathematics.
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