Response Analysis of Students with Intellectual Disability in Realistic Mathematics Education (RME) Learning

Abstract

Mathematics learning is not only practiced in public school, yet it is also practiced in extraordinary school for the students who have special needs such as students with intellectual disability. This research aims to describe response of students with intellectual disability on Realistic Mathematics Education stages such as (1) understanding contextual problem, (2) designing solution, (3) completing and discussing and (4) concluding. This research is descriptive-qualitative which aims to describe response of students with intellectual disability in Catur Bina Bangsa extraordinary school of Metro in Realistic Mathematics Education learning. The sampling technique of this research uses purposive sampling. The subject of this research is two students with intellectual disability at 3rd grade on material of integer addition operation. Data collecting technique uses observation technique with main instrument is researchers themselves and supporting instrument uses observation sheet. This research also uses source and time triangulations. Base on the research result and discussion can be concluded that the response of students with intellectual disability in realistic mathematics education learning i.e. the stage of : (1) understanding contextual problem, students are able to give real example and calculate the number of image by guidance of teacher, (2) solving contextual problem, students are able to calculate and write the number of existed image by guidance of teacher, (3) comparing and discussing, students are able to recalculate independently, (4) making conclusion, students are able to write down their answer independently.