Institutional Repository | Satya Wacana Christian University: Strategi Guru dalam Membelajarkan Pecahan bagi Siswa Tunarungu Kelas VB di SLB-B Negeri Salatiga
STRATEGI GURU DALAM MEMBELAJARKAN PECAHAN
BAGI SISWA TUNARUNGU KELAS VB DI SLB-B NEGERI SALATIGA
JURNAL
Disusun untuk memenuhi sebagian syarat mencapai Gelar Sarjana Pendidikan
Program Studi Pendidikan Matematika
Oleh
YULIAN MUNAWAR PUTRI
202010017
PROGRAM STUDI PENDIDIKAN MATEMATIKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2014
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STRATEGI GURU DALAM MEMBELAJARKAN PECAHAN
BAGI SISWA TUNARUNGU KELAS VB DI SLB-B NEGERI SALATIGA
Yulian Munawar Putri
Kriswandani
Inawati Budiono
Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan
Universitas Kristen Satya Wacana, Jl. Diponegoro No. 52-60 Salatiga Indonesia
Email: yuliaanmunawar@gmail.com
ABSTRACT
This qualitative research aimed to describe the strategies used by teacher in teaching
fractions for deaf students in the class VB SLB-B State Salatiga. Subject in this research were
classroom teacher who also teach mathematic courses. The technique of determine the
subject is purposive sampling. Collecting data in this research used triangulation, namely
participant observation, interview, and documentation. Analysis of the data used Miles and
Huberman model. The result showed teacher strategies in teaching fractions are generally
same as a regular school, but the implementation used more techniques of communication for
deaf students or take advantage of the sense of sight students. The strategy is implemented
through teacher lecture, discussion and exercises. The method is implemented using the
techniques of oral communication and total communication. Teacher strategies also
supported by the abacus and management of individual activities because students have
different levels of deafness, and this makes teacher use different strategies for each student.
Teacher different strategies for each student looks when the teacher call students, doing a
question and answer with students, guiding students to say the word, and when doing
exercise. Result or the impact of teacher strategies can be seen from the students mark. Based
on the average of mark exercise showed teacher implemented strategies for each student
based on the degree of hearing loss and the characteristics of individual students can help
students to point out what is already understood and able to be done in accordance with the
students' ability to receive the fractions material. The average mark of exercise and home
work fifth B grade also showed the students level of hearing loss experienced affect the
students mark.
Keywords: fractions, learning strategies, deaf students
1
BAGI SISWA TUNARUNGU KELAS VB DI SLB-B NEGERI SALATIGA
JURNAL
Disusun untuk memenuhi sebagian syarat mencapai Gelar Sarjana Pendidikan
Program Studi Pendidikan Matematika
Oleh
YULIAN MUNAWAR PUTRI
202010017
PROGRAM STUDI PENDIDIKAN MATEMATIKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2014
ii
iii
iv
STRATEGI GURU DALAM MEMBELAJARKAN PECAHAN
BAGI SISWA TUNARUNGU KELAS VB DI SLB-B NEGERI SALATIGA
Yulian Munawar Putri
Kriswandani
Inawati Budiono
Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan
Universitas Kristen Satya Wacana, Jl. Diponegoro No. 52-60 Salatiga Indonesia
Email: yuliaanmunawar@gmail.com
ABSTRACT
This qualitative research aimed to describe the strategies used by teacher in teaching
fractions for deaf students in the class VB SLB-B State Salatiga. Subject in this research were
classroom teacher who also teach mathematic courses. The technique of determine the
subject is purposive sampling. Collecting data in this research used triangulation, namely
participant observation, interview, and documentation. Analysis of the data used Miles and
Huberman model. The result showed teacher strategies in teaching fractions are generally
same as a regular school, but the implementation used more techniques of communication for
deaf students or take advantage of the sense of sight students. The strategy is implemented
through teacher lecture, discussion and exercises. The method is implemented using the
techniques of oral communication and total communication. Teacher strategies also
supported by the abacus and management of individual activities because students have
different levels of deafness, and this makes teacher use different strategies for each student.
Teacher different strategies for each student looks when the teacher call students, doing a
question and answer with students, guiding students to say the word, and when doing
exercise. Result or the impact of teacher strategies can be seen from the students mark. Based
on the average of mark exercise showed teacher implemented strategies for each student
based on the degree of hearing loss and the characteristics of individual students can help
students to point out what is already understood and able to be done in accordance with the
students' ability to receive the fractions material. The average mark of exercise and home
work fifth B grade also showed the students level of hearing loss experienced affect the
students mark.
Keywords: fractions, learning strategies, deaf students
1