USE FOR LANGUAGES IN MATHEMATIC ASSESMENT
TO DEAF HIGH SCHOOL SPECIAL NEEDS EDUCATION (SMALB)
Sri Wuryanti
PUSPENDIK BALITBANG KEMDIKBUD, INDONESIA
Abstract
The 2013 curriculum was implemented in
Indonesia from the 2013-2014 academic year, the former previous curriculum
namely KTSP (curriculum 2006). The 2013 curriculum aims to encourage students
to understand, ask, reason, and communicate or present the learning outcomes
that they have obtained or know. The objects of learning are natural phenomena,
social phenomena, and cultural phenomena. Whatever learning, the object must be
three things. While the thematic-integrative approach. Just observing is not
enough, students must develop their ability to ask questions. Because of the
question arises intellectual curiosity. That alone is not enough, students need
to teach to be able to present, communicate something, whether written or oral.
All humans have the right to learn, as well as children with special needs who
experience obstacles in hearing or hearing in special needs school (special need
education hight schools to deaf). Deaf students have a very limited vocabulary
compared to students who have normal hearing function. In accordance with the
opinion of Huda (2018) the ability of SMALB (special need education high school
to deaf) students in mastering a foreign language or Indonesian language is a
lack of vocabulary, grammar, and difficulty in expressing ideas. For children
with special needs, hearing impairment is a major obstacle because language is
a tool for communicating with other human beings, expressing feelings,
regulating, giving information, and gaining knowledge. Thus students who have
language skills will be able to develop their social, emotional, and
intellectual abilities to the fullest. While for students with hearing
impairments or total deafness it is not possible to have mastery of language
through hearing, but maximize the mastery of the language with vision and
utilize other senses. Communication media for deaf students have two
possibilities, namely using writing media and reading or using sign language. In
the context of national standard assessment for children with special needs
also follow the national examination. Since the implementation of the 2013
curriculum SMALB (special needs education of high school to deaf) or department
PKLK (special education and special services) of unit ministry in Indonesia also
uses the new curriculum. The subjects tested for SMALB are; math, Indonesian,
and English. In accordance with the 2013 curriculum philosophy, for all
subjects based on contextual or text with cultural, natural and social
phenomena. Likewise for mathematics subjects using mathematical literacy, where
students learn practical skills to find concrete solutions to numerical
literacy, spatial literacy, and statistical literacy. Deaf students have a very
limited vocabulary compared to students who have normal hearing function. Why
the language of study is very important, because the language for deaf learners
is very influential in understanding the meaning of a word or sentence, the
more students understand the meaning of the sentence well then it will reduce
the bias in the items of mathematical questions presented. In the 2013
curriculum the national exam questions in all subjects use texts or genres
mandated according to natural, social, and cultural phenomena that are closer
to the school environment. Deaf students of SMALB who say UN (national
assesment) mathematics, may get an assessment or bias without bias that
requires good specifications and genre or text. From this study there are four
things from; (1) Questions with concrete media; concrete questions in this case
are selected and simple keywords, so students are able to understand the word
well, (example; Tools to realize effective teaching teaching situations, an
integral part of the overall teaching situation, lay concrete foundations and
abstract concepts so that they can reduce verbalism, develop learners'
motivation, and enhance the learning quality of learning assessment), (2)
problems with visual media visual media are media that can be used by the
senses of vision the form of still images, (example: maps, images and diagrams
or projection media in the form of slides, films and ohps, students understand
better using real objects or pictures in understanding the meaning or concept,
description of description or abstract narrative), (3) meaningful numerical
quantitative questions using basic mathematical concepts is good for deaf
students, but quantitative numeric texts will be more meaningful when using
genres that are in accordance with the closest life context of students, as
summarized (example; green school, painting, stories telling, making cakes,
making deliveries, making recycles, making clothes, making salted eggs, making
prayer beads or, rosary, washing vehicles), and (4) Questions with sign
language, reading texts will work independently without the help of
instructions from the teacher, because the background is read by the examiner /
teacher, there will be bias, it can be that students will have difficulty
clarifying questions or the supervisor will direct the correct or blame answer.
Keywords; Deaf, language,
mathematics, concrete media, visual media, concrete media, precise quantitative
numerical questions, and sign language.
https://drive.google.com/file/d/1eMDxm96kqbeD5FKoL0JFMj4ADWsrhZjF/view?usp=sharing
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