PENINGKATAN SOFTSKILL GURU SEKOLAH DASAR DALAM MENGENALI GEJALA AWAL DYSCALCULIA MELALUI PELATIHAN DYSCALCULIA SCREENING
DOI:
https://doi.org/10.31764/jmm.v5i4.5041Keywords:
Dyscalculia, Training, ScreeningAbstract
Abstrak: Dyscalculia dialami 3-7% populasi dunia. Siswa dyscalculia akan mengalami penurunan prestasi akademik yang signifikan. Tujuan kegiatan pengabdian masyarakat ini untuk meningkatkan ketrampilan delapan orang guru SD Negeri Pisangcandi 3 Malang dalam mengenali gejala awal dyscalculia. Semakin awal siswa menyadari dyscalculia yang dialaminya, maka akan semakin mudah mengatasinya. Untuk mencapai tujuan tersebut, maka tim pengabdi menggunakan metode pelatihan dyscalculia screening pada bulan Februari 2021 secara daring dan luring dengan memperhatikan protokol kesehatan yang ketat. Kegiatan pelatihan diawali dengan memberikan angket terkait konsep dyscalculia. Selanjutnya, pada sesi terakhir pelatihan, tim pengabdi memberikan angket berbeda dengan topik yang sama. Hasil akhir kegiatan pengabdian masyarakat menunjukkan bahwa semua peserta pelatihan telah mengikuti kegiatan secara utuh dengan baik. Peningkatan pemahamanan guru dapat dilihat dari hasil angket awal dengan nilai rata-rata 57,5 menjadi 79,5 di akhir pelatihan. Angket awal dan akhir memuat pertanyaan yang berbeda, namun dibangun dari indikator yang sama. Sebelum digunakan dalam kegiatan pengabdian masyarakat, angket telah melalui proses validasi oleh tiga orang ahli. Hasil pengabdian menunjukkan bahwa peningkatan pemahaman guru rata-rata sebesar 22%.
Abstract: Dyscalculia affects 3-7% of the world's population. Dyscalculia students will experience a significant decrease in academic achievement. The purpose of this community service activity is to improve the skills of eight teachers of SD Negeri Pisangcandi 3 Malang in recognizing the early symptoms of dyscalculia. The earlier students realize the dyscalculia they are experiencing, the easier it will be to overcome them. The service team used the dyscalculia screening training method in February 2021 online and offline by observing strict health protocols to achieve this goal. The training activity began by giving a questionnaire related to the concept of dyscalculia. Furthermore, at the last training session, the service team gave a different questionnaire with the same topic. The final results of community service activities showed that all training participants had participated in the activities as a whole well. The teacher's understanding can be seen from the increasing score of the questionnaire—the initial questionnaire results with an average value of 57.5 to 79.5 at the end of the training. The initial and final questionnaires contain different questions but are built on the same indicators. Before being used in community service activities, the questionnaire has gone through a validation process by three experts. The results of the service show that the average increase in teacher understanding is 22%.
References
Aprinastuti,C., Anggadewi, B., E., T., Suharno1, R., and Wiyantari, W. . (2020). Development of mathematics manipulative for slow learner and dyscalculia student in elementary school by using Montessori's characteristic. Journal of Physics: Conference Series Volume 1663, 5th Seminar Nasional Matematika dan Pendidikan Matematika (SENATIK) 2020 12-13 August 2020, Semarang, Indonesia.
Attwood, T. (2010). Dyscalculia minus understanding equals problem. Special Educational Needs Magazine, 86-87.
Barida, M., Widyastuti, D. A. (2018). Kontrribusi Pelatihan Identifikasi Anak Berkebutuhan Khusus di Sekolah Inklusi. Seminar Nasional dan Call for Paper “Membangun Sinergitas Keluarga dan Sekolah Menuju PAUD Berkualitas (pp. 212-216). Yogyakarta: Universitas Ahmad Dahlan.
Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco: Jossey-Bass.
Butterworth, B., Laurillard, D. (2010). Low Numeracy and Dyscalculia: Identification and Intervention. ZDM Mathematics Education 42, 527-539.
Chinn, S. J. (2015). The Routledge international handbook of dyscalculia and mathematical learning difficulties. Abingdon, Oxon: Routledge/Taylor & Francis Group.
Colgan, L. (2014). Making math children will love: Building positive mathitudes to improve student achievement in mathematics. What works? Student Achievement Division, Ontario Ministry of Education.
Faradiba, S.S., Sa'dijah, C. Parta, I. N., Rahardjo, S. (2019). Looking without Seeing: The Role of Metacognitive Blindness in Student with Math Anxiety. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) Vol. 7, No. 2, 53-66.
Geary D. C., Bailey, D. H., Hoard, M. K. (2012). Predicting mathematical achievement and mathematical learning disability with a simple screening tool: The Number Sets Test. Journal of Psychoeducational Assessment, 27.
Hong, H., & Lin-Siegler, X. (2012). How learning about scientists’ struggles influences students’ interest and learning in physics. Journal of Educational Psychology, 469-484.
Hornigold, J. (2015). Dyscalculia: pocketbook. UK: Teachers’ Pocketbooks .
Jordan, N.C., Glutting, J., Ramineni, C., & Watkins, M.W. (2012). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 181-195.
Khing, B. (2016). Dyscalculia: its types, symptoms, causal factors, and remedial programs. Learning Community, 217-229.
Kucian, K., & Von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 1-13.
Kunwar, R., Sharma, L. (2020). Exploring Teachers’ Knowledge and Students’ Status about Dyscalculia at Basic Level Students in Nepal. EURASIA Journal of Mathematics, Science and Technology Education, 1-12.
Lastaria, L., Istiqlaliyah, I. (2019). Problematika Guru dalam Pembelajaran Matematika pada Pendidikan Inklusi. Jurnal Hadratul Madaniyah Vol 6 No 6, 10-23.
Marlina, M., Junedi, B., Nasrullah, A., Mustika, H. (2021). Optimalisasi Penggunaan Google Classroom pada Pembelajaran Matematika di Masa Pandemi Covid 19. Jurnal Masyarakat Mandiri (JMM), 836-846.
Re, A. M., Pedron, M., Tressoldi, P. E., & Lucangeli, D. (2014). Response to specific training for students with different levels of mathematical difficulties. Exceptional Children, 337-352.
Sharma, M. (2020). Mathematics for all. Framingham State University.
Sousa, P., Dias, P. C., Cadime, I. (2016). Predictors of primary school teachers' knowledge about developmental dyscalculia. European Journal of Special Needs Education, 204-220.
Wong. K.K., Pang, V., Chin. K.E, Tan, C. K., Lee, K. W.,Lay, Y. F. (2014). A Preliminary Study for Dyscalculia in Sabah,Malaysia. 7th International Conference on Education in Mathematics, Science and Technology (ICEMST 2014) Proceedings, (pp. 462-469).
Downloads
Published
Issue
Section
License
Authors who publish articles in JMM (Jurnal Masyarakat Mandiri) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
