Use of Assistive Learning Technology in Learning Mathematics for Hearing Impairment Students

Fadhilah Rahmawati, Megita Dwi Pamungkas
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Abstract

The problem in this study is the limitations of mathematics learning media that are suitable for the conditions of deaf students. So, the researcher developed an assistive math teaching aid for deaf students. This study aimed to determine the effect of using assistive learning technology given to hearing impairment students. This research focuses on improving the representation ability of hearing impairment students on the topic of fractional operations. This research is a quantitative study with a pretest-posttest control design. This research was conducted on hearing impairment students with mild to severe categories without intellectual impairment. The number of hearing impairment students involved was 12 students at a special type B school in Magelang City, Indonesia. The N-Gain test was used in this study to measure the improvement in the representation ability of hearing impairment students. Based on the results of the study, it was concluded that assistive learning positively affected the representation ability of hearing impairment students. Based on the results of the N-Gain test, an increase of 0.972 was obtained. In addition, the use of assistive learning technology provides a learning experience that trains the independence of hearing impairment students. The teacher's role as a facilitator in the classroom can be maximized because topics can be accessed anywhere and anytime.
辅助学习技术在听力障碍学生数学学习中的应用
本研究的问题在于适合聋哑学生情况的数学学习媒体的局限性。因此,研究人员为聋哑学生开发了一种辅助数学教学工具。本研究旨在探讨听力障碍学生使用辅助学习技术的效果。本研究旨在提高听力障碍学生对分数运算主题的表征能力。本研究为定量研究,采用前测后测对照设计。本研究以无智力障碍的轻至重度听障学生为研究对象。印尼马格朗市一所特殊B类学校的12名听障学生被卷入其中。本研究采用N-Gain测验来衡量听障学生表征能力的提高。根据研究结果,辅助学习对听力障碍学生的表征能力有积极的影响。根据N-Gain测试结果,增加了0.972。此外,辅助学习技术的使用提供了一种训练听力障碍学生独立性的学习体验。教师在课堂上作为推动者的角色可以被最大化,因为主题可以随时随地访问。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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