Electronic Theses and Dissertation

Melda Anggreni. (2024). Scaffolding Guru Matematika dalam Mengatasi Kesulitan Belajar serta Dampaknya terhadap Pemahaman Siswa di Sekolah Luar Biasa. [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Drs. Anwar, M.Pd., dan Dr. Said Munzir, S.Si., M.Eng. Sc.

Matematika merupakan mata pelajaran yang diajarkan di semua jenjang pendidikan, termasuk di Sekolah Luar Biasa (SLB). Siswa berkebutuhan khusus, termasuk siswa tunawicara, sering menghadapi kesulitan dalam belajar matematika sehingga memerlukan strategi khusus seperti scaffolding untuk meningkatkan pemahaman matematis mereka. Penelitian ini bertujuan untuk mengkaji proses scaffolding yang dilakukan oleh guru matematika terhadap siswa tunawicara yang mengalami kesulitan belajar, serta dampaknya terhadap pemahaman matematis siswa di SLB. Penelitian kualitatif dengan studi kasus ini melibatkan satu guru dan lima siswa tunawicara yang dipilih secara purposive sampling. Data dikumpulkan menggunakan observasi, tes, wawancara, dan dokumentasi, dengan instrumen berupa lembar observasi, pedoman wawancara, alat rekam audio dan video, serta lembar tes pemahaman matematis. Analisis data dilakukan melalui tiga tahapan, yaitu reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa proses scaffolding guru matematika terhadap siswa tunawicara mengalami perkembangan pada enam aspek scaffolding dari pertemuan pertama hingga keempat. Bentuk-bentuk scaffolding yang diterapkan mencakup identifikasi awal, penggunaan media pembelajaran yang menarik, komunikasi visual dan gerak, penguatan melalui pujian, pengulangan materi, kolaborasi dengan orang tua, pemberian tugas sederhana dan bertahap, bimbingan personal, aktivitas interaktif, dan membangun kepercayaan diri siswa. Scaffolding ini berdampak positif terhadap pemahaman matematis siswa tunawicara, dimana tiga dari lima siswa mampu menjelaskan definisi keliling persegi dan persegi panjang secara lisan atau tertulis, seluruh siswa memahami keliling sebagai jarak total di sekitar bangun, tiga siswa dapat menggambarkan persegi dan menghitung kelilingnya, serta empat siswa dapat menggambarkan persegi panjang dan menghitung kelilingnya. Penelitian ini memberikan implikasi praktis bagi guru dalam merancang strategi pembelajaran efektif untuk siswa berkebutuhan khusus dan menjadi acuan untuk pengembangan kurikulum serta penelitian lanjutan.

Kata kunci: Pemahaman, Sekolah Luar Biasa, Scaffolding

Melda Anggreni. (2024). Mathematics Teacher Scaffolding in Overcoming Learning Difficulties and Its Impact on Students' Understanding in Special Needs Schools. [Thesis. Syiah Kuala University]. Under direction of Dr. Drs. Anwar, M.Pd., and Dr. Said Munzir, S.Si., M.Eng.Sc. Mathematics is a subject taught at all levels of education, including in Special Needs Schools (SLB). Students with special needs, including those with speech impairments, often face difficulties in learning mathematics, requiring specific strategies such as scaffolding to improve their mathematical understanding. This study aims to examine the scaffolding process implemented by mathematics teachers for speech-impaired students experiencing learning difficulties and its impact on their mathematical understanding in SLB. This qualitative research with a narrative study approach involved one teacher and five speech-impaired students selected through purposive sampling. Data were collected using observation, tests, interviews, and documentation, with instruments including observation sheets, interview guidelines, audio and video recording tools, and mathematical understanding test sheets. Data analysis was conducted in three stages: data reduction, data presentation, and conclusion drawing and verification. The results showed that the scaffolding process by the mathematics teacher for speech-impaired students developed across six aspects of scaffolding from the first to the fourth session. The scaffolding methods applied included initial identification, the use of engaging learning media, visual and motion-based communication, reinforcement through praise, repetition of material, collaboration with parents, provision of simple and gradual tasks, personal guidance, interactive activities, and building students' confidence. This scaffolding positively impacted students' mathematical understanding, where three out of five students were able to explain the definition of the perimeter of squares and rectangles verbally or in writing. All students understood the perimeter as the total distance around a shape, three students could draw a square and calculate its perimeter, and four students could draw a rectangle and calculate its perimeter. This study provides practical implications for teachers in designing effective teaching strategies for students with special needs and serves as a reference for curriculum development and further research on scaffolding in mathematics education in SLB. Keywords: Scaffolding, Special Needs Schools, Students' Understanding