LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION
The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of s...
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| Language: | Indonesian |
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Universitas Muhammadiyah Metro
2024-12-01
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| Series: | Aksioma: Jurnal Program Studi Pendidikan Matematika |
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| Online Access: | https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10469 |
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| author | Elli Kusumawati Purwanto Purwanto Abdur Rahman As'ari Santi Irawati |
| author_facet | Elli Kusumawati Purwanto Purwanto Abdur Rahman As'ari Santi Irawati |
| author_sort | Elli Kusumawati |
| collection | DOAJ |
| description | The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively.
The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively. |
| format | Article |
| id | doaj-art-5722d72eed264cfa8a63e5fbacd1e65b |
| institution | DOAJ |
| issn | 2089-8703 2442-5419 |
| language | Indonesian |
| publishDate | 2024-12-01 |
| publisher | Universitas Muhammadiyah Metro |
| record_format | Article |
| series | Aksioma: Jurnal Program Studi Pendidikan Matematika |
| spelling | doaj-art-5722d72eed264cfa8a63e5fbacd1e65b2025-08-20T03:14:50ZindUniversitas Muhammadiyah MetroAksioma: Jurnal Program Studi Pendidikan Matematika2089-87032442-54192024-12-011341372138110.24127/ajpm.v13i4.104693720LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSIONElli Kusumawati0Purwanto Purwanto1Abdur Rahman As'ari2Santi Irawati3Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangThe involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively. The involvement of students with special needs is demonstrated by dialogue in study groups in mathematics learning in inclusive classes. Therefore, the teacher must consider forming groups to create this dialogue. Based on the results of observations, the obstacles that occur in the involvement of students with special needs in the group discussion process, according to respondents, are that not all group members understand ABK students, the speed of ABK students in absorbing information is slower, and the lack of communication between ABK and non-ABK friends. This article aims to: 1) describe the dialogue that occurs between ABK students Slow Learner with the teacher at the beginning and end of learning activities, as well as dialogue with colleagues in study groups in core activities; 2) know the characteristics of study groups that help ABK students Slow Learner understand the material in class. The research subject was a class VII ABK Slow Learner student at SMPN 14 Banjarmasin. Research findings show that ABK demonstrates verbal dialogue in class and group discussions. ABK students tend to pay attention to their friends' answers and repeat them. Apart from dialogue in verbal form, ABK students show gestures to show their involvement in the discussion. In forming groups, the teacher considers colleagues who have been sitting close to ABK as group friends for ABK. The choice of gender in group formation is also a consideration for the teacher. Study groups of male and female students allow ABK to interact more actively.https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10469mathematics learninginclusive classroomslow learnergender |
| spellingShingle | Elli Kusumawati Purwanto Purwanto Abdur Rahman As'ari Santi Irawati LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION Aksioma: Jurnal Program Studi Pendidikan Matematika mathematics learning inclusive classroom slow learner gender |
| title | LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION |
| title_full | LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION |
| title_fullStr | LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION |
| title_full_unstemmed | LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION |
| title_short | LEARNING MATHEMATICS IN THE INCLUSIVE CLASSROOM: SLOW LEARNER STUDENTS'S DIALOGUE IN A DISCUSSION |
| title_sort | learning mathematics in the inclusive classroom slow learner students s dialogue in a discussion |
| topic | mathematics learning inclusive classroom slow learner gender |
| url | https://ojs.fkip.ummetro.ac.id/index.php/matematika/article/view/10469 |
| work_keys_str_mv | AT ellikusumawati learningmathematicsintheinclusiveclassroomslowlearnerstudentssdialogueinadiscussion AT purwantopurwanto learningmathematicsintheinclusiveclassroomslowlearnerstudentssdialogueinadiscussion AT abdurrahmanasari learningmathematicsintheinclusiveclassroomslowlearnerstudentssdialogueinadiscussion AT santiirawati learningmathematicsintheinclusiveclassroomslowlearnerstudentssdialogueinadiscussion |