ࡱ> Y *objbj[[ 9 \9 \fn 008 :Z p p p ppp$jpn0o"ppp p RNwwwpp d8p wpww#.6+p PWc urJy0a|vx++ tppwpppppwpppppppppppppppp0> n: IMPROVING THE INTEREST OF MATHEMATICAL LEARNING STUDENTS IN TUNARUNGU STUDENTS WITH E-CASH IN PROBOLINGGO 3 STATE VOCATIONAL SCHOOL By: Dwi Anggraeni, S.Pd.,M.Pd. SMK Negeri 3 Probolinggo-Jatim e-mail:  HYPERLINK "mailto:e2n1almira@gmail.com" e2n1almira@gmail.com ABSTRACT Mathematics is a symbolic language because mathematics consists of symbols which are solid in meaning and universally applicable. Mathematical symbol language will be the language of communication that students will learn to be a form of concept understanding that can be expressed in students' thinking processes to solve mathematical problems. While mathematics is a mandatory lesson for all students at every level of education including Deaf students who are in inclusive education. How to teach Mathematics to Deaf students who are abstract lessons and must be concretized? Based on the learning style of visual Deaf students, the teacher presents Mathematics learning using E-CASH (Exploration Calculator Sheets) media. Mathematical language presented with KeyLog on the calculator as a visualization of procedures and presentation of Mathematical problems w1w515=z6=12=3=4=12====. By presenting Mathematics instruction by using KeyLog as a substitute for the teacher's oral language for Deaf students in giving material linear equations and other material, so students can understand what class teachers classically present (ABK and regular students) and to provide operating skills / Mathematical procedures appropriately. The results achieved from the mathematics learning activities in inclusive education at SMK Negeri 3 Probolinggo by using E-CASH showed that students' interest was significantly increased as seen from the activities of students taking Mathematics lessons, student involvement, students' interest in mathematics, and students' attention during the process learning increased from 40.28% to 68.54%. And from the observation before learning using the media the learning activities in the classroom are still teacher center less conducive because the concentration of the writer is divided into two services, after learning to use E-CASH learning activities begin to shift to the student center and the class becomes more conducive. Keywords: E-CASH, Interest, Deaf students Preliminary SMK Negeri 3 as the organizer of inclusive education, which has the obligation to accommodate all students including ABK students by getting different services according to the abilities and needs of students. With the presence of regular students and ABK students in one class together, the services in the class will also be different between the two including the implementation of the curriculum. For special services that apply to ABK students with a modified curriculum according to their needs while regular students carry out the applicable curriculum. Likewise, the device that the teacher has must also be provided with a modified learning plan according to the needs of the ABK students from the general learning planning made. Deaf students are ABK students with hearing impairments who experience a lack or loss of hearing ability, either partially or completely due to the failure of some or all of the hearing devices, so they cannot use their hearing devices in daily life (Murni Winarsih, 2007). As the impact of extinction will have an effect and speech difficulties, this results in not optimal understanding of the concept of reading each subject matter because of the lack of vocabulary that ends in the difficulty in capturing the concept of the lesson including Mathematics. These conditions have a broad impact on intelligence and cognitive abilities that result in low interest in learning Deaf students. Mathematical objects are mind objects that are abstract and cannot be observed with the five senses, therefore it is natural that mathematics is not easily understood and liked by most students especially deaf students with the characteristics possessed. For that reason, in learning a mathematical concept / principles, experience is needed through real (concrete) objects, namely media / teaching aids that can be used as a bridge for students to think abstractly and Mathematics communication. How do Mathematics subject teachers present Mathematics as an important lesson in their lives and Deaf students can understand what the author conveyed from each explanation presented in an inclusive class with limited hearing, language, intelligence and cognitive abilities in order to learn with other regular students? . As stated by Efendi (2016), that teaching Deaf children must consider how to: (1) rehabilitate their hearing; (2) developing communication; and (3) develop and organize education. Of the three things that can be developed in the learning of Mathematics is developing communication Deaf students by using E-CASH (Exploration Calculator Sheets) as the language of introduction to the author's mathematics so that students understand Mathematical material visually. Based on the background, the compulsory Mathematics is taught and the results of Psychological Tests for Deaf students stating that numerical abilities can be developed and the child is a human being who needs education (homo educandum) and can be educated (homo educable), as a result of conditions that require special services , and as a unique person who has different characteristics of interests, abilities and needs, the writer presents Mathematical learning visually according to the learning style of Deaf students by using Casio FX-991 ID Plus E-CASH (Exploration Calculator Sheet). Problem Solving Approach The scientific use of the calculator type fx-991 ID Plus in learning mathematics in class is one alternative strategy for selecting instructional materials and learning media to increase students' interest in learning Mathematics in SMK 3 Probolinggo consisting of regular students and ABK students. Some of the basic approaches are: 1. As a concrete manifestation of the implementation of the School Literacy Movement, where mathematics known as symbols can only be expressed in the language of literacy in the form of E-CASH. This proves that learning Mathematics is not just learning to count and remember formulas, but as lessons that can also read procedures and thought processes from beginning to end. This will be very useful for Deaf students who have hearing loss in understanding the concept of mathematical thinking visually, as stated in the Minister of Education and Culture Regulation No. 23 of 2015 concerning the Growth of Characteristics. 2. As an effort to build and develop a culture of inclusion in the environment of SMKN 3 Probolinggo, by paying attention to the needs of Deaf Students in each learning process (presentation of Mathematical material), providing a sense of comfort, collaboration, acceptance, feeling valuable and valued as an indicator of cultural inclusion in the classroom by creating inclusive values in the classroom and school environment. Because with the increasing interest in learning Mathematics Deaf students in each learning process in the classroom, means the equality of learning rights, obligations and their role in shared life has been realized. As stated by Ainscow (2002) about the index for inclusion: that the implementation of inclusive education at SMK 3 Probolinggo was built from 3 dimensions, namely by developing an inclusive culture, inclusive policies and inclusive practices. 3. As a form of togetherness and increase the learning interest of Deaf students, the selection of the learning model is a Peer Tutor learning model. Learning model of Teman Sebaya Tutor (Abu Ahmadi and Widodo Supriono, 2004). Learning with peer tutors can continue to increase the learning interest of students so that they can realize the character values of kuroisitas, never give up, attitudes of togetherness, hard work and competition as stated in Permendikbud No. 23 of 2017 concerning Strengthening Character Education (PPK). Troubleshooting Steps Previous Study From several previous research studies that can be the basis for choosing learning strategies for schools that provide inclusive education so that their interest in learning Mathematics will increase, among others: Nenden Siti Maryani, an extraordinary school teacher in the subang. The research conducted increased the ability to communicate the application of a multisensory approach to children with hearing impairment in third grade SDLB at Subang State High School. In this study showed a significant influence between the multisensory approach with increased communication skills, namely in cycle 1 obtained the average value obtained 3.2, in the second cycle obtained 5.0, and in the third cycle obtained the average value 5.6 (INKLUSI, Kemendikbud, ISSN: 2086-2015, 2014). Based on the results of research conducted by Kemp and Dayton (1985) shows that the use of learning media in the classroom has a positive impact, namely: Submitting subject matter is not rigid. Learning in class can be more interesting. Learning becomes more interactive with the application of learning theories and psychological principles accepted in terms of residual participation, feedback and reinforcement. Length of learning can be shortened By integrating words and images as learning media can improve the quality of learning outcomes that can communicate elements of knowledge in a well-organized, specific and clear manner. Learning media designed individually can be given when and where desired or needed. There is a positive attitude of students towards what they learn and the learning process can be improved. There is a change in the role of the teacher in a more positive direction. From the two results of the study, a multisensory approach to improve the ability of Deaf students to communicate, and the use of media to become learning strategies that match the character of disability, became the basis and reference of the author to pour and utilize the results of the study to use E-CASH (Exploration Calculator Sheet) media. as a mathematics learning strategy to improve the learning interest of Deaf Children and at the same time as a communication tool for the writer. Problem Solving and Barriers Strategy The problem solving strategy carried out in providing education services for ABK students who are in the regular school environment must understand the condition of students in detail including by looking at their health records. Furthermore, in solving problems in Mathematics, the author conducted learning by presenting worksheets as communication media with KeyLog assistance calculator. Casio Fx-991 ID Plus as a guide for Deaf students in using media calculator. The following forms of worksheets are presented as procedures that must be followed by Deaf students to solve mathematical problems:  w1i2$16$+i3$81= Picture 1. Casio FX-991 ID Plus Display Images as Mathematics Assist media (above) and KeyLog as a step to using a calculator to solve problems (below) By presenting the questions and followed by how to use the Casio FX-991 ID Plus calculator, students will automatically do exploration by remembering what must be pressed to find a mode to solve the math problems presented. This activity is carried out repeatedly to familiarize students to remember and be skilled at recognizing the modes and features available in the Casio FX-991 ID Plus calculator for various materials presented, then the worksheets presented are no longer accompanied by KeyLog as work instructions/ procedures, so that the memory and their mathematical literacy is stronger. Problems example : Determine the values of X1 and X2 of the quadratic equation 2x2 + 5x - 8 = 0, how to convey the mathematical language to Deaf students from both teaching teachers and students as peer tutors? Answer: That is by showing the process and procedures for using the calculator by pressing numbers and variables intended as the communication language: w532Q)d=Cw5532Q)d=5Q)=z8======2=5=z8===== obtained the following phased feature display:      Determine the value A + B, if A =  EMBED Equation.3 , B =  EMBED Equation.3 is (complete using the fx-991 ID Plus calculator w6) Answer : w6112=7=z4=z3=5=9=6=8=3=Cw621z2=5=10=3=z5=z7=7=2=4=Cq43+q44= (as a mathematical communication language and procedure) and the results are as follows:  3) Determine the average data values for the following 2, 3, 4, 4, 5, 6, 6, 7, 8, 8, 8, 9, 10 then determine the data quartile deviation values! Answer: Deaf learners prepare a calculator media and perform the following procedures: Press the button listed in the following calculator (presented in the emulator for instructions on using it): w312=3=4=4=5=6=6=7=8=8=8=9=10= after this step is done it will appear on the calculator screen as follows:Next, do the next step by following the procedure using a calculator:Determining the average value, press the following button: Cq142 =With the results obtained from the display are:  Next the students determine the quartile deviation of the data, by following the command pressing the following button for literacy: Cq165pq163)!!!!($$$$P2= And the results obtained from the process are:  This procedure can be done by determining other centering sizes with different questions and the data specified is single and single weighted data. There are several steps taken by the author before the selection of media and E-CASH teaching materials using a scientific calculator, namely: Conduct light communication by approaching personally so that Deaf students feel comfortable and do not feel scared by the presence of the author. Identify the types of disability that students carry with the help of information obtained from Special Assistance Teachers (GPK) in schools or teachers Counseling Guidance and analyze the needs of Deaf students. Analyzing Material, SK / KD Class XII KTSP Curriculum, Compiling media in the form of Math-assisted worksheets Calculator Casio FX-991 ID Plus, called E-CASH Mathematics. Tested on regular students and Deaf students by mentoring and mentoring in understanding worksheets as a mathematical exploration medium by mentoring peers and mentoring teachers in the form of special services. Furthermore E-CASH is used for Mathematics learning of Deaf students. The next step is to create an E-CASH media that can be used for all students in the class to solve mathematical problems according to procedures. Furthermore, it can be stated in a modified RPP without having to implement a special curriculum for inclusive education. Thus Deaf students can learn together with other regular students and the learning process is more effective by using the FX-991 ID Plus media calculator. Learning Achievement Tools and Instruments To measure the success of the teacher in the learning process in the classroom and as the best experience process in conducting Mathematics learning activities so that the learning interest of pesetas students grows from within themselves, the teacher uses questions in the form of calculator-assisted worksheets, observation sheets for observing student activities in class and questionnaire interest in learning mathematics. Activity Supporting Institutions The implementation of learning activities that produce the best experience in teaching supported by several institutions both directly and indirectly involved in supporting inclusive education include: a. SMK Negeri 3 Probolinggo (Internal Policy on Inclusion Education and the inculcation of character, inclusion and literacy culture) b. Probolinggo City Education, Youth and Sports Department (Probolinggo City Education Policy across agencies) c. Learning Resources for Probolinggo City Inclusion (Needs of Learning Resources for Students with Special Needs) d. Branch of Regional Education Office of Regency / City Probolinggo (Education Policy and School Activities of Inclusive Education Providers) e. University of Muhammadiyah Malang (Reviewer Books / Mathematics Teaching Materials for Inclusive Education) f. CASIO For Education Indonesia (CSR cares for Indonesian education for inclusive education, learning media providers, copyright of teacher's work, financing of teaching materials made / published by teachers, facilitating teachers to improve professional and pedagogical competencies) The results achieved Understanding interest according to Slameto (2010) is a situation where there is a sense of preference and a sense of attachment to an activity without anyone ordering to do. Where every human being accepts a state or relationship between himself and something outside of himself that can be someone, object, situation, activity and so on. And that interest can be great when the relationship gets stronger and closer both forced and not forced. To measure how much interest you have, the supporting indicators are: 1. Feeling happy, if students have a feeling of pleasure towards a particular lesson, there will be no sense of compulsion to learn. For example: happy to take lessons, there is no feeling of being forced / bored and always present in every lesson. 2. Student Involvement, the involvement of someone in an object that causes the person to be happy and interested in doing or working on the activities of the object. Example: active in discussion, actively asking questions, actively answering / presentation 3. Interest, relates to the student's drive towards an attraction to an object, person, activity or effective experience designed by the activity itself. Example: enthusiastic in taking lessons, not delaying the assignment of the teacher. 4. Student attention, interest and attention are two things that are considered the same in terms of daily use, students' attention is the concentration of students on observation and understanding, leaving aside the others. Students have an interest in a particular object, so by themselves they will pay attention to the object. Example: listening to the teacher's explanation and recording material. Based on the background of the problem, the steps to solve the problem, obstacles and solutions which are then associated with the results that occur in the field based on observations of student learning activities and questionnaires, then the results are obtained as in the following table: Table 1 : Description of Observation Results of the learning process in Class XII DKV Observation IndicatorsBeforeAfterClass Condition Less CondusiveCondusiveLearning ConcentrationLessEnoughAsking isNot ActiveDesire toPresent Waiting ResultWaiting Resultsappointed own Desires to present resultsActive Questions and Answers PasifAktifDiscussion Skills Passive Active Questions and AnswersPassive discussion skills, certain active and other students only follow the results of the discussion silently, talk to a group of friendsactive, some students start to be mediators of problem solving between groups, there are students in the group who have not focused and talked with other groupsActivities complete25% assignments Less timely than 32 students12.5% less timely than 32 studentsThe results obtained from E-CASH Mathematics learning were more eager and interested in learning Mathematics from 40.28% to 68.54% for the total achievement of mathematics learning activities, as well as Dandi and Husein (Deaf students) were able to solve math problems from practice questions. National Examination, USBN, and tryout using scientific calculator media, even both of them are able to become facilitators for their peers in solving math problems even though they have to use the Casio FX-991 ID Plus calculator to explain to their friends. His pride in being able to make them sit parallel with other regular friends and increase interest in learning Mathematics for the next. Dandi and Husein have been able to help writers become teacher assistants to teach how to solve Mathematics problems can be solved using the Casio FX-991 ID Plus calculator, peers help strengthen the concept of thinking by using lesson hours in the room for learning inclusion counseling services and during activities Their inclusion seminars are also not ashamed and they are proud to be able to help the math teacher / special assistant teacher to operate the Casio FX-991 ID Plus scientific calculator in solving the problems presented during the inclusive education seminar held by the author in collaboration with the Education, Youth and Sports Agency Kota Probolinggo, Branch of the Regional Education Office of the Regency / City of Probolinggo and Casio For Education Indonesia (see: https://www.youtube.com/watch?v=K9G_NkXglnQ&feature=youtu.be). However, from the results of the national exam Deaf students have not met the Minimum Completeness Criteria (KKM) that are set regularly, this is because Deaf students have limitations in cognitive terms because of language barriers from hearing limitations. But they have special features in life skills, motor skills and the ability to remember what they have done. This feature is a gap that the writer can develop to equip his mathematical problem solving skills using scientific calculator media. From Mathematics learning using E-CASH assisted Calculator Casio FX-991 ID Plus at SMK 3 Probolinggo according to the purpose of organizing vocational schools to print young workers who are independent will be able to face real life in several fields of work with the skills they have, for example: Hussein with characters and the disability that he carries will be able to do some more activities, Husein is able to take up his job position as a Mathematics teacher in SLB or open employment opportunities by providing Mathematics tutoring using media mastered for students with special needs. It is different with Dandi the swimming athlete, with his abilities and talents he will be able to take the same job position as Husein and even go to college according to his abilities including opening business opportunities. Including Ranti and Yanti in subsequent activities after graduating from school can open an independent business by developing their skills. Conclusions and recommendations 1. Conclusion Deaf students are part of the inclusive education community that must get the same services as other regular students. The participation of parents, teachers and the environment is a motivation for Deaf students to grow and develop into a generation that is ready to face their future with confidence. Teachers must be able to create learning that is fun for them and prepare learning lessons that are appropriate for the needs of Deaf students without neglecting the needs of regular students, one of which is preparing teaching materials and media to be used in conveying the subject matter. In this case E-CASH Mathematics is one of the most effective media solutions and teaching materials that can involve Deaf students learning Mathematics and increasing interest in learning Mathematics which basically Deaf students have an average IQ and can attend learning in inclusive schools if the teacher uses strategies learning and proper media and carried out continuously. 2. Suggestions Seeing the activities of Deaf students who are more comfortable learning Mathematics by using calculator tools and as a development the teacher prepares worksheets that support student exploration (E-CASH) to be more skilled. So to support the activities of Deaf students there are several notes for teachers, writers and policy makers including: a. For teachers, before carrying out learning activities in the classroom it is expected to understand the class conditions that will become a learning room for Deaf Students. Prepare learning plans that contain RPP modified with the needs of Deaf students. b. For principals as policy makers. With inclusive education in the education unit implemented, sharing activities or regular meetings should be routinely held for special mentoring teachers and subject teachers to teach in class to share experiences and explore information related to obstacles faced in schools and how best to solve the learning process. friendly and accompanied by policies that support the implementation of inclusive education in schools. c. For stakeholders, with more and more Deaf students studying at regular schools, the government must also prepare human resources who are special mentors of Deaf students, providing supporting facilities and infrastructure in the form of assistance to schools providing inclusive education. And provide opportunities for teachers to provide a variety of learning strategies by using Calculator media as learning media that have not been permitted to be used when students with special needs take exams both daily and national exams. Thus the government policy related to this matter is carried out by giving recommendations to be written in writing that Deaf students can use media which is a means of learning and planting concepts, especially Mathematics in solving good Examination questions conducted by Schools and Government according to the learning character of Deaf students. Bibliography Ahmadi, Abu & Widodo Supriono. 2004. Learning Psychology. Jakarta: Rhineka Cipta Booth,T. and Ainscow, M. (2002). Index For Inclusion. Developing Learning and Participation in School, London: CSIE. Donald F. Moores. 1990. Educating The Deaf Psychology. Principles and Practies Calloudes University. Nenden, Siti Maryani. 2014. Improving the Communication Ability of Implementing Multisensory Approaches for Deaf Children in Class 3 SDLB in Subang State High School. INCLUSION Journal. Number 1. Volume 02. July 2014. ISSN: 2086-2105.Murni Winarsih, Pembinaan Tuna Rungu Dalam Lingkungan Sosial, (Yogjakarta: Graha Ilmu, 2007) Pawlyn, J. & Carnaby, A. 2009. Profound Intellectual and Multiple Disabilities: Nursing Complex Needs. United Kingdom: Blackwell Publishing. Permendikbud No. 23 of 2017 concerning Strengthening Character Education (PPK). Permendikbud No. 23 of 2018 concerning the Growth of Characteristics containing the School Literacy Movement (GLS). Slameto. 2010. Learning and Factors Affecting Learning. Jakarta: Rineka Cipta.      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