Peningkatan Kemampuan Penalaran Matematis Melalui Media Multimodal Berbasis Scaffolding pada Murid Dengan Kesulitan Belajar di Sekolah Dasar Inklusif
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12154Keywords:
kemampuan penalaran matematis, media multimodal, scaffolding, kesulitan belajar, inklusifAbstract
Penelitian ini bertujuan (1) Mendeskripsikan penerapan media multimodal berbasis scaffolding dalam proses belajar mengajar matematika pada kelas V SD inklusif, (2) Meningkatkan kemampuan penalaran matematis murid dengan kesulitan belajar melalui penerapan media multimodal berbasis scaffolding dalam proses belajar mengajar matematika di kelas V SD inklusif. Penelitian ini menerapkan metode Penelitian Tindakan Kelas (PTK) yang ditempuh dalam dua siklus, dengan masing-masing siklus mencakup tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Adapun subjek penelitian adalah murid kelas V SD Negeri 005 Kaubun yang berjumlah 20 orang termasuk satu murid dengan kesulitan belajar dengan persetujuan wali murid. Pengumpulan data ditempuh melalui observasi, tes penalaran matematis, wawancara, serta dokumentasi, dengan data yang dianalisis secara kuantitatif maupun kualitatif. Temuan penelitian mengungkap bahwa (1) penerapan media multimodal berbasis scaffolding dilaksanakan melalui tahapan modeling, guided practice, fading, dan independent practice dengan memanfaatkan media visual, audio, kinestetik, serta aktivitas interaktif sesuai kebutuhan belajar murid. Penerapan tindakan pada setiap siklus menunjukkan peningkatan kualitas proses pembelajaran yang ditandai dengan meningkatnya keterlibatan, motivasi belajar, partisipasi aktif, dan kepercayaan diri murid selama pembelajaran matematika. (2) Peningkatan tersebut berdampak pada kemampuan penalaran matematis murid dengan kesulitan belajar meningkat 18,75% dengan rerata skor 48,44 pada tahap pra-siklus (kategori sangat rendah), bergerak menjadi 71,25% ddengan rerata skor 64,06 pada siklus I (kategori baik), dan terus terdongkrak hingga 98,75% dengan rerata skor 92,19 pada siklus II (kategori sangat baik). Temuan ini menegaskan bahwa penerapan media multimodal berbasis scaffolding efektif mendorong kemampuan penalaran matematis murid berkesulitan belajar dalam pembelajaran matematika di kelas V SD inklisif.
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