The growth of mathematical imagination of students of a deaf school when learning using Problem-Based Learning assisted by manipulative teaching aids
Main Article Content
Abstract
The ability of mathematical imagination is important in daily life for children with deaf disabilities. One effort to foster mathematical imagination is through a problem-based learning model assisted by manipulative props. This study aimed to: (1) find out whether the results of the mathematical imagination final test of deaf students with the application of the Problem-Based Learning assisted by manipulative props are better that the results of the initial test; (2) describe the mathematical imagination of the deaf students; (3) find out the growth of mathematical imagination of the deaf students. This research was mixed-method research that used a sequential exploratory design with a one-group pretest-posttest design. The population of this research was the students of a special school for disabilities (SMALBN) in Salatiga, Indonesia, while the sample was a random class from the 11th classes. The method used in this research were observation, documentation, tests, and interviews. Quantitative analysis showed that the final test of mathematical imagination result was better than the results of the initial test. Qualitative analysis yield a description of mathematical imagination that included aspects such as scientific sensitivity, scientific creativity, and good scientific productivity. The scientific sensitivity aspect of the imagination growth before learning was good, and the scientific creativity aspect was quite good. After learning, it was obtained that scientific sensitivity, scientific creativity, scientific productivity were good. The study concluded that problem-based learning assisted by manipulative props could foster the ability of mathematical imagination of deaf students in 11th grade.
Article Details

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Open Access
UJME is a peer reviewed and open access journal that publishes significant and important research from all area of mathematics education. This journal provides immediate open access to its content that making research publish in this journal freely available to the public that supports a greater exchange of knowledge.
Copyright
Submission of a manuscript implies that the submitted work has not been published before (except as part of a thesis or report, or abstract); that it is not under consideration for publication elsewhere; that its publication has been approved by all co-authors. If and when the manuscript is accepted for publication, the author(s) still hold the copyright and retain publishing rights without restrictions. Authors or others are allowed to multiply article as long as not for commercial purposes. For the new invention, authors are suggested to manage its patent before published. The license type is CC-BY-SA 4.0.
Disclaimer
No responsibility is assumed by publisher and co-publishers, nor by the editors for any injury and/or damage to persons or property as a result of any actual or alleged libelous statements, infringement of intellectual property or privacy rights, or products liability, whether resulting from negligence or otherwise, or from any use or operation of any ideas, instructions, procedures, products or methods contained in the material therein.
References
Arends, R.I. 2012. Learning to Teach. New York: Mc Graw-Hill, Companies, Inc.
Aziz, A. N., Sugiman, & Prabowo, A. 2015. Analisis Proses Pembelajaran Matematika pada Anak Berkebutuhan Khusus (ABK) Slow Learner di Kelas Inklusif SMP Negeri 7 Salatiga. Jurnal Matematika Kreatif- Inovatif, 6(2) : 111-120.
Depdiknas.2003.Undang-Undang Republik Indonesia Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional.Jakarta: Depdiknas.
Gunadi, A. A. Pengaruh Lingkungan Sosial terhadap Imajinasi Anak. 2017. Journal Refleksi Edukatika, 7(2).
Kosasih, E. 2014. Strategi Belajar dan Pembelajaran Implementasi Kurikulum 2013. Bandung: Yrama Widya.
Mariya, D., Zaenuri, & E. Pujiastuti. 2013. Keefektifan Pembelajaran Model Savi Berbantuan Alat Peraga terhadap Kemampuan Pemecahan Masalah. Unnes Journal of Mathematics Education, 2(2): 40-47.
Mun, Jiyeong. Dkk. 2015. Exploration of Korean Students’ Scrientific Imagination Using the Scientific Imagination Inventory. International Journal of Science Education. Vol 37, No13.
Pujiastuti, E., & Mashuri. 2017. Making a Math Teaching Aids of Junior High School Based on Scientific Approach Though on Integrated and Sustainable Taining. Journal of Physics. International Conference on Mathematics. 1(824). 1-6. doi:10.1088/1742-6596/8/24/1/012053.
Pujiastuti, E., Mulyono, & Soedjoko, E. 2018. Pengungkapan Koneksi Matematis Sebagai Sarana Penelusuran Kemampuan dan Proses Pemecahan Masalah Peserta Didik. Prosiding Seminar Nasional Matematika. Semarang: Universitas Negeri Semarang.
Satoto, S., Sutarto, H., & Pujiastuti, E. 2013. Analisis Kesalahan Hasil Belajar Siswa dalam Menyelesaikan Soal dengan Prosedur Newman. Unnes Journal of Mathematics Education, 1(2).
Sudijana. 2008. Pengantar Statistik Pendidikan. Jakarta: Grafindo.
Sugiman, Suyitno, H., & Mulyono. 2018. Profil Kemampuan Matematis Siswa SLB di Jawa Tengah Berdasarkan Hasil Ujian Nasional Matematika. Prosiding Seminar Nasional Matematika. Semarang: Universitas Negeri Semarang.
UU Nomor 8 Tahun 2016. Penyandang Disabilitas.
Vygotsky, L. S. (1930, 2003). Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42(1), 7-97.