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Number recognition development with number card: Single subject research

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 3 (2022) · hlm. 1171–1182

DOI
10.11591/ijere.v11i3.22662
ISSN
2620-5440, 2252-8822
Terbit
2022-09-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.

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  • Universitas Negeri Surabaya
  • University of Sarjanawiyata Tamansiswa
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Indonesia University of Education
  • National Taiwan Normal University
  • Universitas Ahmad Dahlan
  • Jenderal Soedirman University
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Rekan penulisOrganisasiArtikel bersama
Ahmad Wachidul KoharUniversitas Negeri Surabaya3
Turmudi TurmudiIndonesia University of Education3
Tatag Yuli Eko SiswonoUniversitas Negeri Surabaya3
Fou-Lai LinNational Taiwan Normal University2
Siti Maghfirotun AminUniversitas Negeri Surabaya2
Linda Devi FitrianaState University of Jakarta2
Gemi SusantiUniversitas Negeri Surabaya2
Mega Teguh BudiartoUniversitas Negeri Surabaya2
Ebenezer BonyahUniversity of Skills Training and Entrepreneurial Development2
Jeonghyeon KimDankook University2
Harina FitriyaniUniversitas Ahmad Dahlan2
Aan HendroantoUniversitas Ahmad Dahlan2
Jarnawi Afgani DahlanIndonesia University of Education2
Fitria SulistyowatiUniversity of Sarjanawiyata Tamansiswa2
Wahyu HidayatIKIP Siliwangi2
Dianne Amor KusumaPadjadjaran University2
Estiyan DwipriyokoTun Hussein Onn University of Malaysia2
Elly Matul ImahUniversitas Negeri Surabaya1
Shofan FianggaUniversitas Negeri Surabaya1
Zoltán KovácsEszterhazy Karoly Catholic University1
HodiyantoAfiliasi tidak diketahui1
Susanti SusantiUniversitas Negeri Surabaya1
Jian-Cheng ChenNational Taipei University of Education1
Ibrahim IbrahimSunan Kalijaga State Islamic University Yogyakarta1
Muhammad IrfanUniversity of Sarjanawiyata Tamansiswa1
Betty KusumaningrumUniversity of Sarjanawiyata Tamansiswa1
Yuyun YuliaYogyakarta State University1
Wikan Budi UtamiUniversitas Pancasakti Tegal1
Fikri AuliaState University of Malang1
Dian PermatasariSunan Kalijaga State Islamic University Yogyakarta1
Muhammad TaqiyuddinUniversity of Auckland1
Hasti RobiasihUniversity of Sarjanawiyata Tamansiswa1
Somchai WatcharapunyawongThepsatri Rajabhat University1
Mustadin MustadinSunan Kalijaga State Islamic University Yogyakarta1
Agung LukitoUniversitas Negeri Surabaya1
Kai‐Lin YangNational Taiwan Normal University1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Number recognition development with number card: Single subject research</dc:title>
	<dc:creator>Istiqomah, Istiqomah</dc:creator>
	<dc:creator>Yuliani, Rika</dc:creator>
	<dc:creator>Ekawati, Rooselyna</dc:creator>
	<dc:creator>Widodo, Sri Adi</dc:creator>
	<dc:subject xml:lang="en-US">Card of number; Mental retardation; Number; Single subject research</dc:subject>
	<dc:description xml:lang="en-US">Mentally retarded is a mental disorder with an intelligence quotient (IQ) between 55-70, besides those mentally retarded children are only able to think concretely. For this reason, learning mathematics for mentally retarded students requires learning media that can bridge abstract mathematical material with the abilities of mentally retarded children who are only able to think concretely. The objective of this study was to improve the recognition of 1-20 numbers using number cards for students with mild mental retardation. The research used is single subject research method with basic design non reversal. Study subjects were selected based on a purposive sampling technique, as the researcher had to look for subjects with mild mental retardation. Data collection techniques use documentation to find out subjects with mild mental retardation characteristics, and tests to determine the subject's ability to recognize numbers 1-20. The results of this study indicate that the number card media can improve the ability of mild mentally retarded students to recognize numbers 1-20. This can be seen from the average in the baseline phase of 39 with a percentage of the ability to recognize numbers of 33.3%, and in the intervention phase of 74.44 with a percentage of the ability to recognize numbers of 88.89%.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-09-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22662</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i3.22662</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 3: September 2022; 1171-1182</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22662/13379</dc:relation>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/downloadSuppFile/22662/3501</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>