Article Sidebar

Download
PDF
Statistic
Read Counter : 164 Download : 103

Main Article Content

Abstract

The ability to understand the concept of addition and subtraction is fundamental to all students, including students with Attention Deficit and Hyperactivity Disorder (ADHD). This study aims to produce a learning trajectory for understanding the concept of adding and subtracting whole numbers for students with ADHD using the PMRI approach. The subjects in this study were Grade 1 students with ADHD at the inclusive school or SDN 30 Palembang. The research method used was the design research method. The present research was conducted in three stages, namely the preparation stage, the two-cycle experimental design stage, (cycle I: pilot experiment, cycle II: teaching experiment), and the retrospective analysis stage. Data collection was carried out by an observation, interviews, a pre-test, written tests, documentation, and field notes. The results of the research showed that the learning activities designed could help students understand the concepts of adding and subtracting whole numbers. Some indicators of conceptual understanding that appeared in the students were the students’ abilities to classify objects according to certain characteristics, present concepts in the form of mathematical representations or images, develop the necessary and sufficient conditions for a concept, utilize and choose certain procedures or operations, and apply problem-solving concepts or algorithms. Eventually, a learning trajectory involving two activities using unique contexts of the city of Palembang supports understanding the concept of addition and subtraction.

Keywords

Addition ADHD Conceptual Understanding Design Research PMRI Subtraction

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Saleha, A. N., Putri, R. I. I., & Darmawijoyo. (2024). Learning Design for Understanding the Concepts of Addition and Subtraction for ADHD Students Using the PMRI Approach. Jurnal Pendidikan Matematika, 18(1), 1–14. https://doi.org/10.22342/jpm.v18i1.pp1-14
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Amaliya, et al. (2022). Analysis of understanding mathematical concepts of class V students on fractions material [in Bahasa]. Jurnal Locus: Penelitian & Pengabdian, 1(1), 115-119.
  2. https://doi.org/10.36418/locus.v1i03.16
  3. Andreescu, T., Cordeiro, K., & Andreescu, A. (2020). Teaching Mathematics with Problem Solving. Hoboken, NJ: Jossey-Bass.
  4. Arifin, F., & Herman, T. (2018). The effect of web-centric course e-learning model learning on concept understanding and student learning independence [in Bahasa]. Jurnal Pendidikan Matematika; 12(2), 1-12. https://doi.org/10.22342/jpm.12.2.4152.1-12
  5. Fauziah, A., & Putri. R. I. I. (2022). PMRI learning design through lesson study on the material of determining the surface area of a beam [in Bahasa]. Jurnal Pendidikan Matematika: Judika Education, 5(2), 73-83. https://doi.org/10.31539/judika.v5i2.4048
  6. Gravemeijer, K. P. E. & Cobb, P. (2006). Design research from a learning design perspective. In J. Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational Design Research (pp. 45-85). Taylor and Francis Ltd. https://research.tue.nl/en/publications/design-research-from-a-learning-design-perspective
  7. Hakki, I. D., & Wallace, M. L. (2022). Teaching statistics to struggling students: Lessons learned from students with LD, ADHD, and Autism. Jurnal of Statidtics and Data Science Education, 00(0), 1-11. https://doi.org/10.1080/26939169.2022.2082601
  8. Jusniani, N. (2018). Analysis of students' answer errors on mathematical understanding ability through contextual learning. Prisma, 7 (1), 82–90. https://doi.org/10.35194/jp.v7i1.361
  9. Kartika, Y. (2018). Analysis of the ability to understand mathematical concepts of class vii junior high school students on algebraic forms [in Bahasa]. Jurnal Pendidikan Tambusai, 2(4), 777-185. https://doi.org/10.31004/jptam.v2i4.25
  10. Lee, K. H., Chong, Y., Na, G., Park, J. (2020). Korean Mathematics Education Meets Dutch Didactics. In: van den Heuvel-Panhuizen, M. (eds) International Reflections on the Netherlands Didactics of Mathematics. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-030-20223-1_15
  11. Lestari, I. (2018). Development of mathematics teaching materials using geogebra to improve concept understanding [in Bahasa]. GAUSS: Jurnal Pendidikan Matematika, 1(1), 26-36. https://doi.org/10.30656/gauss.v1i1.634
  12. Mariyah., Aprinastuti, C., & Anggadewi, B. E. T. (2017). Development of teaching aids to improve abilities in mathematics learning in children with ADHD [ in Bahasa]. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. 1, 240-250. https://jurnal.unissula.ac.id/index.php/ippi/article/view/2195
  13. Marlina & Kusumastuti. G. (2019). Strategies for Handling ADHD Children [in Bahasa]. Jakarta: Prenada Media Group.
  14. Marlina, R., Budiyono., & Usodo, B. (2018). Analysis of the mathematics learning process for children with special needs Hyperactive in inclusive class II [in Bahasa]. Journal of Mathematics and Mathematics Education. 8(2), 145-155. https://doi.org/10.20961/jmme.v8i2.25850
  15. Mirnawati & Amka. (2019). Education for Children with ADHD (attention deficit hyperactivity disorder) [in Bahasa]. Jakarta: Deepublish Publisher.
  16. Muna, N. R., Jatnika, R., Purwono, U., & Siregar, J. R. (2022). Training methods with a psychoeducational approach to improve selective attention ability in children with Attention Deficit and Hyperactivity Disorders (GPPH) [in Bahasa]. Jurnal Sain Psikologi. 11(1), 10-24. http://dx.doi.org/10.17977/um023v11i12022p10-24
  17. Musser, G. L., Burger, W. F., & Peterson, B. E. (2005). Mathematics for elementry teacher: A contemporary approach. Hoboken, NJ: John Wiley & Sons, Inc.
  18. NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
  19. Nuraida, E. M. & Putri, R. I. I. (2019). Implementation of Lesson Study in Mathematics Learning Material on Multiplication and Division of Integers for VII Students [in Bahasa]. Seminar Nasional Pendidikan Matematika Ahmad Dahlan, 42-47. http://seminar.uad.ac.id/index.php/sendikmad/article/view/1062
  20. Putri, R. I. I. (2011). Improving mathematics communication ability of student in grade 2 through PMRI approach. Presented at International Seminar and the Fourth National Conference on Mathematics Education, 21-23 July 2011, Universitas Negeri Yogyakarta, Yogyakarta.
  21. Rading, A & Nur, I. M. (2021). Error analysis in solving problems in algebraic arithmetic operations [in Bahasa]. JIMAT: Jurnal Ilmiah Matematika, 2(2), 1-15, https://doi.org/10.5281/zenodo.5717459
  22. Rokhim, A. (2017). Attention Deficit Hyperactive Disorder and its implications on learning [in Bahasa]. An-Nidzam: Jurnal Manajemen Pendidikan Dan Studi Islam, 4(1), 87-102. https://www.ejournal.iainu-kebumen.ac.id/index.php/An-Nidzam/article/view/28
  23. Saputri, N. W., Zulkardi, & Darmawijoyo. (2022). Mathematical modeling learning design with PISA framework on grade X function. Jurnal Pendidikan Matematika, 16(3), 289-302. https://doi.org/10.22342/jpm.16.3.17228.289-302
  24. Saputri, N. W & Zulkardi. (2020). Development of math modeling worksheets for junior high school students using the context of online motorcycle taxis [in Bahasa]. Jurnal Pendidikan Matematika, 14(1), 1-14. https://doi.org/10.22342/jpm.14.1.6825.1-14
  25. Susiaty, U. D., Firdaus, M., & Andriati, N. (2021). Development of Montessori Method-Based Positive Negative Board Teaching Aids in Students with ADHD [in Bahasa]. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 73-84. https://doi.org/10.31980/mosharafa.v10i1.870
  26. Utomo, J. S. (2016). Analysis of Ability to Understand Mathematical Concepts of Students at SMPN 3 Kalibagor Based on Emotional Quotient (EQ) [in Bahasa]. Accessed from http://repository.ump.ac.id/ , on 7 July 2021 at 20.05.
  27. Wibowo, T., Darmono, P. B., & Azieta, H. N. (2022). An analysis of the ability to understand mathematical concepts of middle school students in completing integer operations. Jurnal Pendidikan Matematika, 16(1), 29-44. https://doi.org/10.22342/jpm.16.1.15324.29-44
  28. Zulkardi. (2002). Developing a learning environment on realistic mathematics education for Indonesian student teachers. Doctoral Dissertation. University of Twente, Enshede, Netherland.
  29. Zulkardi, & Putri, R. I. I. (2010). Developing a support blog to help Indonesian mathematics students and teachers learn Indonesian Realistic Mathematics Education (IRME). Jurnal Inovasi Perekayasa Pendidikan (JIPP), 2(1), 1-24.
  30. Zulkardi, & Putri, R.I.I. (2019). New school mathematics curricula, PISA and PMRI in Indonesia. In. C.P. Visto.Yu and T. L. Toh (Eds.), School Mathematics Curricula, Mathematics Education- An Asian Perspective (pp. 39-49). https://doi.org/10.1007/978-981-13-6312-2_3

Most read articles by the same author(s)

1 2 3 > >>