Implementation of Mathematics Learning For Mentally Retarded Children at 6th Grade of Pelita Hati

Abstract

This research aimed to describe the implementation of learning math for students mental retardation in 6th grade of Pelita Hati special school Pekanbaru. This research includes (1) organizing subject matter of mathematics, (2) instructional strategies of mathematics, (3) obstacles experienced during implementation of the learning, (4) student response during the execution of the instruction. This research uses qualitative research methods, descriptive of the types of case studies. Subjects in this research are two of the student's mental retardation residing in grade 6. Data collection using observation, field notes, interviews and documents. Technique of data analysis consists of reducing data, presenting data, and concluded. An examination of the validity of the data using triangulation techniques and sources. Results of the study concluded that the implementation of learning math for students mental retardation consists of: (1) most of the aspects of math learning material to organizing children's mental retardation associated with programs that are individually have not done, only a few aspects that are to be implemented, namely mental retardation students participated in the implementation of learning and the given material useful for everyday life; (2) all aspects in mathematics learning strategies on child mental retardation which includes the granting of reinforcement, punishment, and the granting of material classified according child development have yet to be implemented; (3) the barriers experienced by teachers for learning such as: the large number of children in need of special that is in a class with specificity, so that the material provided is still common (4) mental retardation student response during positive learning.