| Abstrakt: |
Students with Intellectual disabilities have obstacles in cognitive processing, so the appropriate learning methods are needed to achieve the expected competencies. This study aims (1) to analyze the steps of the mathematics learning process in Special School, (2) to analyze the methods, instructional media, strategy or approach of learning mathematics for students with mild intellectual disabilities, (3) to analyze the ability of students with mild intellectual disabilities in addition and subtraction operations on natural numbers. This study used qualitative research methods. The data collection instrument was developed based on indicators of a good learning process. Furthermore, the research instrument was validated using an expert validator. Data collection techniques in this study are observation, interviews, and documentation. The data was analyzed using the descriptive method. The research subjects are teachers, students, and the learning process in grade 5th Special School Pelita Kasih. Based on the result and discussion, it can be concluded that (1) the learning process consists of preparation, implementation, and evaluation. In preparation, the teacher has prepared syllabus, lesson plans, and worksheets that are adapted to the abilities of students with mild intellectual disabilities. However, the teacher has not made an Individualized Education Program (IEP) based on the analysis of the results of the assessment conducted on students with intellectual disabilities. At the evaluation stage, the teacher prepares an evaluation instrument by adapting the questions from the teacher's handbook. (2) the teacher uses two learning methods, namely lectures and role-playing in delivering material on number operations (addition and subtraction) and recognizing money. (3) students can complete addition operations with a maximum result of 10 but have not been able to perform subtractions with a larger subtraction [ABSTRACT FROM AUTHOR] |
