ABSTRAK
Penelitian ini bertujuan untuk meningkatkan kemampuan membilang 1-10 melalui pendekatan matematika realistik pada anak tunagrahita kelas dasar I semester I di SLB Negeri Ungaran tahun pelajaran 2014/2015.
Pendekatan penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah siswa tunagrahita kelas dasar I semester I SLB Negeri Ungaran tahun pelajaran 2014/2015 yang berjumlah 4 siswa. Teknik pengumpulan data menggunakan observasi untuk mengamati aktivitas siswa dalam pembelajaran matematika materi membilang 1-10 melalui pendekatan matematika realistik, dokumentasi untuk memperoleh data kemampuan awal membilang 1-10, sedangkan tes digunakan untuk memperoleh data kemampuan membilang 1-10 siklus I dan II. Teknik analisis data digunakan analisis deskriptif komparatif, yakni membandingkan kemampuan membilang 1-10 antarsiklus, yang dianalisis adalah kemampuan membilang 1-10 sebelum menggunakan pendekatan matematika realistik dan kemampuan membilang 1-10 setelah melalui pendekatan matematika realistik sebanyak dua siklus.
Berdasarkan hasil pengolahan data dari pelaksanaan tindakan kelas dapat dijelaskan bahwa nilai awal kemampuan membilang 1-10 rata-rata kelas 50 ketuntasan klasikal 25%, pada siklus I rata-rata kelas 60 ketuntasan klasikal mencapai 75%, siswa yang mendapat nilai 60 ke atas terdapat 3 siswa dan 1 siswa belum tuntas, pada siklus II rata-rata kelas menjadi 70 ketuntasan klasikal mencapai 100%, seluruh siswa mendapat nilai 60 atau lebih diasumsikan secara klasikal seluruh siswa telah menuntaskan pembelajaran matematika materi membilang benda 1-10.
Berdasarkan uraian di atas dapat disimpulkan bahwa kemampuan membilang 1-10 dapat ditingkatkan melalui pendekatan matematika realistik pada siswa tunagrahita kelas Dasar I semester I SLB Negeri Ungaran tahun pelajaran 2014/2015.
Kata kunci: kemampuan membilang 1-10, pendekatan matematika realistik, siswa tunagrahita.
ABSTRACT
This study aims to improve the ability to count 1-10 through realistic mathematical approach to the elementary grade children mentally retarded Class I semester I in SLB Negeri Ungaran academic year 2014/2015.
The approach used in this research is the Classroom Action Research (CAR). The subjects were mentally retarded students base class I semester I SLB Negeri Ungaran academic year 2014/2015, amounting to 4 students. Data collection technique used observation to observe the activity of students in mathematics learning materials counting 1-10 through realistic mathematical approach, documentation for obtaining initial data is the ability to count 1-10, while the test is used to obtain data on the ability to count 1-10 cycles I and II. Data analysis techniques used comparative descriptive analysis, which compares the ability to count 1-10 inter-cycles, which analyzed the ability to count 1-10 before using realistic mathematical approach and the ability to count 1-10 after going through realistic mathematical approach as much as two cycles.
Based on the results of data processing of the implementation class actions can be explained that the initial value the ability to count on average 1-10 grade 50 classical completeness 25%, in the first cycle an average grade of 60 classical completeness reaches 75%, students who scored 60 upwards are 3 students and one student has not been completed, the second cycle of the average grade to 70 classical completeness reaches 100%, all of the students scored 60 or more classically assumed all students have completed the mathematics learning material object count 1-10.
Based on the above it can be concluded that the ability to count 1-10 can be enhanced through realistic mathematical approach to students with intellectual challenges Elementary first grade first semester of State SLB Ungaran 2014/2015 school year.
Keywords: ability to count 1-10, realistic mathematical approach, mentally retarded students.