Mengidentifikasi Miskonsepsi Matematika pada Peserta Didik Sekolah Dasar dengan Speech Delay

Abstract

Latar Belakang. Banyak penelitian yang membahas tentang pemahaman konsep matematika dan juga speech delay. Tetapi, belum ada penelitian yang membahas tentang hubungan speech delay dengan pemahaman konsep matematika. Tujuan penelitian ini ialah untuk menganalisis kemampuan pemahaman konsep matematika pada peserta didik speech delay. Oleh sebab itu, peneliti fokus mendeskripsikan pemahaman konsep matematika peserta didik speech delay. Metode penelitian yang digunakan adalah metode kualitatif. Tiga peserta didik kelas 2 Sekolah Dasar yang mengalami speech delay dijadikan sebagai subjek penelitian ini. Instrumen yang digunakan berupa tes pemahaman konsep matematika, wawancara dan observasi peserta didik. Instrumen penelitian dirancang berdasarkan lima indikator pemahaman konsep matematika. Hasil penelitian menunjukkan bahwa peserta didik speech delay kurang mamahami konsep ukuran dan penggunaan istilah-istilah dalam matematika masih kurang tepat. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa kemampuan pemahaman konsep matematika pada peserta didik yang mengalami speech delay termasuk kategori yang rendah. Terdapat hubungan yang saling memengaruhi antara kemampuan pemahaman konsep matematika dengan keterlambatan bicara atau speech delay karena kemampuan bahasa dan komunikasi peserta didik yang kurang baik.

Many studies discuss the understanding of mathematical concepts and also speech delay. However, there is no research that discusses the relationship between speech delay and understanding of mathematical concepts. The purpose of this study is to analyze the ability to understand mathematical concepts in speech delay students. Therefore, researchers focus on describing the understanding of mathematical concepts of speech delay students. The research method used is qualitative method. Three students grade two elementary school who experienced speech delay were used as the subjects of this study. The instruments used in this research are test of the ability to understand mathematical concepts, interviews and observation of students. The research instrument was designed based on five indicators of understanding of mathematical concepts. The result of this study indicate that speech delay learners do not understand the concept of size and the use of terms in mathematics is still inappropriate. Based on the results of this study, it is cocluded that the ability to understand mathematical concepts in student who experience speech delay is in the low category. There is mutually influencing relationship between the ability to understand mathematical concepts and speech delay due to the learner’s poor language and communication skills.