Analysis of the Skills Process of Students with Dyscalculia in Special Schools (SLB) in Constructing Knowledge Based on Ethnomathematics

Hasna Hasiibunnisa; Kamid Kamid; Fiki Alghadari

doi:10.58421/misro.v4i4.834

DOI:

https://doi.org/10.58421/misro.v4i4.834

Authors

Hasna Hasiibunnisa Universitas Jambi
Kamid Kamid Universitas Jambi
Fiki Alghadari Universitas Jambi

Keywords:

Dyscalculia, Ethnomathematics, Knowledge Construction, Mathematics Learning, Process Skills, Special School (SLB)

Abstract

Learning difficulties in understanding and achieving success in mathematics were identified among students, including dyscalculia, a condition characterized by an inability to perform arithmetic due to disturbances in the central nervous system. This learning disorder results in a less optimal process of constructing knowledge. This study aims to analyze the process skills of students with dyscalculia in constructing ethnomathematics-based knowledge. The research employed a descriptive qualitative method, in which data were collected from ethnomathematics-based test items and interviews. The study was conducted at a Special School (SLB) in Jambi City with 2 students with dyscalculia. The findings show that dyscalculic students' process skills have not been fully optimal across most skill indicators. The use of ethnomathematics-based test items only assisted students with counting activities. Both students demonstrated assimilation in the observing and counting stages, but failed to determine relationships between the problem and prior information. In the stages of classifying, collecting, and analyzing data, predicting, measuring, and interpreting data, most activities were carried out through accommodation. Additionally, both students were unable to conduct experiments and communicate their results independently. Overall, students with dyscalculia relied more on accommodation in their thinking.

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