Drill Method in Learning to Count for Children with Down syndrome
Abstract
This study aimed to determine the drill method in improving the numeracy skills of children with Down syndrome. The method used is simple quantitative. The subjects of the study were two children with Down syndrome in an elementary school inclusion class. Data were collected through written tests and documentation of the learning process. The results showed a significant increase in basic numeracy skills after the consistent application of the drill method. The implications of this study indicate that the drill method, through repetition and structured practice, can help children with Down syndrome strengthen their basic numeracy skills. This study suggests that teachers use a repetitive practice-based approach more often in teaching basic mathematics.
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DOI: https://doi.org/10.17509/jassi.v24i2.83267
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