Development of Cooperative Learning Strategy On Mathematics Subject for Students with Learning Disabilities in Primary Schools

摘要

The diversity of students' abilities in primary schools, especially in the mastery of mathematics subject, is often ignored by teachers. Inaccuracy of teachers to analyze the needs of students makes learning in mathematics subject tend to be classical and less accomodate diversity of potential students themselves, less optimal development of self-ability and social skills, including in the classroom in which there are students with learning disfficulties. This study aims to formulate cooperative learning strategies in mathematics subject for students with learning disabilities in primary schools. The research method used descriptive qualitative approach. The research was divided into three stages: preliminary stages, assessing the objective condition of the students' learning ability and the way of the teacher in learning students with learning disabilities. The second stage, the formulation of cooperative learning strategy. The third stage, test the implementation of cooperative learning strategies. Data collection techniques used observation, interview, documentation studies and mathematical assessment. The results showed that of the three students with learing difficulties in 5th grade, have difficulties in mathematics, especially in the matter of addition. The way of a teacher in teaching the students is not based on the assessment results so that students get the same subject matter. Classroom activity is dominated by teacher through lecture method, classical approach, lack of opportunity for students to discuss and practice mathematics problems. The formulation of cooperative learning strategy produces the components covering rationale, purpose, principle, understanding, material, implementation, and supporting learning. The implementation of the principles of cooperative learning strategies shows that there is consistently and systematic improvement of teacher performance in planning, implementing and evaluating learning in the classroom. The implication is that teachers need to perform numerical assessments, formulate individual programs that accommodate students' diversity, and develop more adaptive and varied learning strategies.