Improving Simple Calculation Ability In Student With Intellectual Disabilities Using The Guess Game

Abstract

Students with intellectual disabilities often have difficulties in simple arithmetic so that the expected learning objectives are not achieved, the purpose of this study is to improve the simple arithmetic ability of fourth-grade students of Special school Putra Pasundan 1 Banjar city. This research method uses classroom action research that takes place in two cycles, each cycle consisting of 2 meetings, the research subjects are 4th grade Student With Intellectual Disabilities with mild mental retardation. The data collection technique used is observation and test learning outcomes. The data analysis used is descriptive qualitative which consists of 3 stages, namely (1) data reduction, (2) data display, and (3) making conclusions and verification. The data collected shows that number guessing games can improve simple counting skills in fourth grade mentally retarded children at the Special school of Putra Pasundan 1, with pre-test/pre-cycle data, no students can reach the minimum assessment limit and the percentage in cycle 1 is 50% or 2 students, who get scores that meet the minimum assessment limit have shown an increase after cycle 2 is carried out all students (4 students) have reached the standard limit minimum assessment in percentage that is 100%. In addition, the use of guessing games increases active participation, is more motivated, has a sense of togetherness, and fosters self-confidence. This research is useful for teachers to guide Student With Intellectual Disabilities in learning simple arithmetic, especially adding up using number guessing games.