effectiveness of caesar machine to increase ability to

EFFECTIVENESS OF CAESAR MACHINE TO INCREASE ABILITY TO ENUMERATE NUMBERS OF CHILDREN WITH MODERATE MENTAL RETARDATION CLASS IX IN SPLB-C YPLB CIPAGANTI BANDUNG Sulfia Ummah Sholeha, Wulan Yulian, Indra Hardiyana, Raden Muhammad Hadi Indonesia University of Education Jl. Dr. Setiabudhi 229 Bandung West Java Indonesia, 40154 Abstract --- This study began when researchers discovered problems in understanding the concept of numbers 1-10 in moderate mental retardation students in classes IX SPLB-C YPLB Cipaganti Bandung. Six students of class IX, as many as four students have difficulty in enumeration activity of numbers 1-10. To solve these problems, researchers applied the CAESAR (enumerate, effective and targeted) machine as a concrete instructional media, interactive and fun. The method used is the experiment method with the Single Subject Research (SSR) approach. The results showed an increase in the ability to enumerate numbers 1-10 after a given intervention using CAESAR machine. It can be seen from the increased before and after students using CAESAR machine. Results Baseline-1 (A-1) subject AJ of 35.71% and DN 0% of all tests were given. Then after intervention with CAESAR machine, baseline results-2 (A-2) found two consecutive subjects of 64.28% and 33.33%, it means that both subjects had increased understanding of the mathematical concepts to enumerate number 1-10. Keyword: Mental Retardation, Enumerate, CAESAR Machine, Single Subject Research I.

INTRODUCTION AAMD (American

Association

on

Mental

Deficiency) define that mental retardation refers to significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive, and manifested during development period (Grossman and Robert Inggalls 1987 )

Table 1. Mentally Retarded Children Classification Based on intelligence Classification Mild mental retardation Moderate mental retardation

Binet 52-68 36-51

Weschler 55-70 40-54

Level

Severe mental retardation

20-32

25-39

Endang Rochyadi (2005: 14) says that children with moderate mental retardation which has the IQ range 3657 and have a characteristic under mild mental retardation. This study was done based on the results of preliminary studies on the ability to enumerate number 1-10 in children with intellectual disability in SPLB-C YPLB Cipaganti Bandung. Six students of class that observed by observer, as many as four students have problems in understanding the concept of numbers 1-10, the students could only mention number 1-10 without understanding the concept of those number. Based on that problem, students have difficulty in enumeration activity of numbers 1-10. To solve these problems, researchers applied the CAESAR (enumerate, effective and targeted) machine as a concrete instructional media, interactive and fun to help students understanding concept of number 1-10 in enumeration activity of numbers 1-10. Nowadays in mathematics learning, application about mathematics concepts not given concretely, so students have a difficulty to learn mathematics. Finally, students cannot understanding mathematics concepts and have difficulty to apply it on daily living, particularly students with intellectual disability. According to Elea Tinggih (1972:5) and Suherman (2001:18) mathematics is knowledge gained by reasoning. Warner and Sujawanto (2005:73) explain that “Children with intellectual disability is children which has delay on their mental development, child slowly than other children on the same age, the child may be late to start moving, smiling, showed interest in various things or objects, sitting and walking. Children with intellectual disability have difficulty in abstract thinking ability, it making them difficult to imagine anything”. R.P. Mandey & John Wiles and Astati (2001: 8) showed that children with intellectual disability in moderate level when their chronological age reaches adulthood, they only reached the level of intelligence / mental age comparable to normal children aged 7 years. CAESAR machine is a concrete instructional media

and effective to increase enumeration activity of numbers 1-10. CAESAR machine is important to train and to reinforce student’s ability to know the numbers, mentioned numbers, and understanding the concept of numbers because this machine completed by card numbers. Phase of use this media start from concrete, semi concrete and abstract.

(Picture 1. CAESAR Machine) Here will be explained how to use the machine CAESAR: 1. Enter the tenth ball into CAESAR machine. 2. Press the “Push” button which is located in back part of the machine until the ball out in accordance with a lot to be desired. 3. Ask the students to mention the number of balls that come out in accordance with the appropriate number on the ball pointer. 4. If you want to out the ball from the pipe, pull the box and open the valve and the ball will be laid in the box. II. RESEARCH METHOD The research method is defined as a scientific way to get data with the purpose and specific uses (Sugiyono, 2011: 3). This study intends to demonstrate the effect of CAESAR machine as learning media to increase math skills of students with moderate mental retardation currently using the experimental method. According to Sugiyono (2011: 107) that: "experimental method can be interpreted as a research method that is used to search for a specific treatment effect against the other under conditions of control". Experimental study in this research is use Single Subject Research (SSR) approach, which aims to identify the effect of a treatment or intervention provided to individuals repeatedly within a certain time. This research was conducted in SPLB-C YPLB Cipaganti Bandung starting from March until the month of June 2014. Subjects in this study were students in classes IX SPLB-C YPLB Cipaganti Bandung, there are two students. These children were classified as

moderate mental retardation that has an IQ of 40-55 according to the scoring system scale Weschler. This study aims to increase children's ability to understand the concept of numbers 1-10 on the enumeration activity numbers 1-10 using CAESAR machines for students with moderate mental retardation in class IX SPLB-C YPLB Cipaganti Bandung. Based on the assessment that has been done, data showed that students with moderate mental retardation in class IX SPLB-C YPLB Cipaganti Bandung only able to mention numbers 1-10 without understanding the concept of numbers. The ability to understand the concept of numbers 1-10 on the enumeration activity numbers 1-10is still very low. In this study, researchers conducted experimental research stages according Jaedun (2011) as follows: (1) Selecting and formulate problems, including going to test-piloted a treatment; (2) Select the subjects that will be subjected to treatment and subjects that are not subject to treatment; (3) Selecting experimental research design; (4) Develop measurement instruments (instruments to collect data); (5) Carry out research and data collection procedures; (6) Analyze the data; (7) The formulation of conclusions. III. RESULT AND DISCUSSION A. Result This research are suppose to get description about CAESAR machine as teaching media to increase student’s mathematical ability with moderate mental retardation. Futhermore, the data obtained are described in the result and discussion, which is as follows: 1.

Data Progress Subject AJ Table 1 Recapitulation Progress Subject AJ Understanding the Concept of Numbers from 1-10

Sessi- Baseline-1 Session (A1) on 1 38,10% 1 2 33,33% 2 3 4

Intervention Sessi- Baseline-2 (B) on (A2) 47,62% 1 61,90% 66,67% 2 66,67% 80,95 % 90,48 %

From table 1 the percentage of progress the ability to understand the concept of numbers from 1-10 on subject AJ showed there progress from A-1 to B at 35,715% and from A-1 to A-2 at 28,57%.

2.

Data Progress Subject DN Table 2 Recapitulation Progress Subject DN Understanding the Concept of Numbers from 1-10

Sessi- Baseline-1 Session (A1) on 1 0% 1 2 0% 2 3 4

Intervention Sessi- Baseline-2 (B) on (A2) 4,8% 1 23,81% 4,8% 2 42,86% 19,05% 28,57%

From table 2 the percentage of progress the ability to understand the concept of numbers from 1-10 on subject DN showed there progress from A-1 to B at 14,30% and from A-1 to A-2 at 33,34%. B. Discussion The following discussion of each child progress. 1. a.

Subject AJ Baseline-1 (A-1) When we conduct an assessment during two session to AJ by do test the ability to understand the concept of numbers from 1-10, at this point we concluded that AJ had obstacles in math ability especially in understanding the concept of numbers. It can be seen from the result of the assesment above that AJ was unable to complete the entire test correctly. AJ is able to mention numbers 1-10 but is only able to understand the numbers from 1-5 only. Based onthe assesment result can be sure that AJ has problems in understanding the concept of numbers from 1-10. b.

Intervention(B) In this phase, we performed a total of four session, after AJ trained using CAESAR machine. In this phase AJ experienced a considerable increase compared to the previous phase. This increase are about 35,72%. It can be seen that there is an positive progress from baseline-1 to the intervention phase, which originally AJ obtain 35,72% increased to 71,43%. It is evident that AJ can resolve most test correctly after treated with CAESAR machine. AJ is able to mention numbers from 1-10, understand the concept of numbers from 1-7 and matching mathematical numbers of 1-7. Based on the result of this intervention can be concluded that AJ has positive progress in math skill using CAESAR machine. c.

Baseline-2 (A-2) In this phase, reassessments performed to determine the ability to understand the concept of numbers after AJ already using CAESAR machine. AJ has increased from

35,72% to 71,43% and the baseline-2 AJ obtain 64,28%. So it looks AJ has positive progress on enumeration about 28,56% from baseline-1 (A-1) phase to baseline-2 (A-2) phase. 2.

Subject DN

a.

Baseline-1 (A-1) When we conducted an assessment to DN to determine the ability of the two session initially as a way to test the ability of the concept of numbers from 1-10, in this phase DN completely unable to name and understand the concept of numbers. It can be seen from the result of assesment about 0%. From the result of such an assessment we concluded that DN have problems in math skill, especially in understanding the concept of numbers.Therefore, DN is in need of intervention using CAESAR machine. b.

Intervention (B) In this phase we performed a total of four sessions, after DN trained using CAESAR machine. DN, after the interventioncan understand the concept of numbers from 1-5. DN has positive progress from 0 % to 14,30%. Based on the results of these intervention we can concluded that there is positive progress in math skills after DN using CAESAR machine. c. Baseline-2 (A-2) In this phase, we conducted reassessments to determine the ability to understand the concept of mathematical numbers after DN already using CAESAR machine. DN increased from 0% to 14.30% and the baseline-2 DN obtains a value of 33.34%. This seen an increase in the ability to count the subject DN of 33.34% from the baseline phase-1 (A-1) to the baseline phase-2 (A-2). IV. CONCLUSION Based on research by the author, using the CAESAR machine as the media learning about enumerate numbers 1-10, it can be concluded as follows: 1. The effect of use the CAESAR machine in increase understanding the concept of number and increase enumeration activity numbers 1-10 of the children with moderate mental retardation in class IX-C SPLB YPLB Cipaganti, Bandung 2. Subject AJ obtain increased enumeration activity for 28.56% of phase A-1 (baseline-1) to A-2 phase (baseline-2) 3. Subject DN obtain increased enumetration activity for 33.34% of stage A-1 (baseline-1) to A-2 phase (baseline-2).

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REFERENCE Astati.(2001) Persiapan Pekerjaan Penyandang Tunagrahita. Bandung: CV. Pendawa. Jaedun, Amat. 2011. Metodologi Penelirtian Eksperimen. Available in : http://staff.uny.ac.id/sites/default/files/p engabdian/drs-amat-jaedunmpd/metode-penelitian-eksperimen.pdf . Acces on March 26 2015. Rochyadi, E.2005.Pengembangan Program Pembelajran Individual. Sugiyono. (2011). Metode Penelitian Pendidikan Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. Suherman, E., et al.2001.Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA. Sujawanto.(2005) Terapi Okupasi Untuk Anak Berkebutuhan. Jakarta: Depdikbud. Sumekar, G.2004.Bahan Ajar Mata Kuliah Orthopedagogik. Padang: PLB FIP UNP

Autors :

Wulan Y.

Sulfia U.

R. M. Hadi

Indonesia University of Education

Indra H.