Arithmetic Assessment forGrade 2 Students with Disabilities di SLB Negeri Binjai North Sumatra

Ponija Ponija(1*),

(1) SLB Negeri Binjai
(*) Corresponding Author




DOI: https://doi.org/10.26858/pjoem.v1i3.44540

Abstract


In the process of teaching and learning in schools, it is inseparable from the subject of Mathematics which is a compulsory subject for all students who must be studied. One of the branches of mathematics is arithmetic which deals with real numbers and the ability to count. For children with mental disabilities who experience obstacles in intellectual abilities will have difficulty in understanding mathematics subjects. To find out the abilities and needs of children with mental disabilities, it is necessary to conduct an arithmetic diagnostic assessment. Assessment is developed starting from the Core Competencies (KI) and Basic Competencies (KD) of the student's class to the pre-requisite arithmetic abilities of classification, series, correspondence and conservation. From the results of the assessment carried out both classically and individually, it can be seen that 4 students are in the Frustration level category in grades 2 and 1 as well as in arithmetic pre-requisite ability. From these results, there were 2 groups of abilities from the 4 students. So that mathematics learning in the class must be adjusted to the results of the assessment carried out by creating an individual learning program. By conducting an assessment, children with mental disabilities will get the right learning according to their abilities and needs so that children with mental disabilities can develop optimally, especially in the field of mathematics. This assessment can also be tested on children with special needs with other obstacles by developing instruments, especially at their level.

 


Keywords


Assessment, arithmetic, mental impairment

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References


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