MATHEMATIC LEARNING MATERIAL CAPABILITIES ON SPECIAL NEEDS

 Sri Wuryanti, Fahmi, Giri Sarana Hamiseno
Center for Assessment and Learning of Research Ministry of Education Culture
email: Sriwuryanti03@gmail.com;

Abstract: study was all high school level students who took the National Examination for the 2018/2019 academic year, while the research sample was all-inclusive high school students who took the National Examination for the 2018/2019 academic year. The data used is secondary data, namely the High School National Exam data for the 2018/2019 academic year. Data analysis using Excel software, and then descriptive statistical analysis was carried out. The results showed the highest score of the National Mathematics Examination for students with special needs in inclusive schools was 54.02 and the lowest was 22.69 with an average score of 39.43. The average score of Mathematics for the Science Department is 45.66 (included in the poor category), the Language Department is 40.04 (including the poor category), while the Social Science Department is 29.28 (including the low category). The highest average absorption power of Mathematics in the Science department is 30%, in the scope of Algebra material, the lowest absorption is 23% in the scope of calculus material. In the social studies department, the highest average absorption power in mathematics is 29% each for algebra and statistics, the lowest absorption rate is 18% in the scope of Geometry and Trigonometry. Meanwhile, in the Language Department, the highest average absorption is algebra 38%, the lowest is 30% in the scope of Geometry and Trigonometry. The range of values ​​for participants with special needs is very large so it needs assistance to improve the abilities of students. The weakness of special needs students in Mathematics is the material scope of Geometry and Trigonometry.

Keywords: National Examination, Material Capabilities, Mathematic, Children with special needs