Peningkatan Kemampuan Operasi Pengurangan Menggunakan Media Balok Cuisenaire Pada Anak Autis Kelas IV di SLB Arnadya Makassar

Maura Fairuzya; Bastiana Bastiana; Wizerti Ariastuti  Saleh

doi:10.58230/dxkmmy86

Authors

Maura Fairuzya Jurusan Pendidikan Khusus Universitas Negeri Makassar, Makassar Indonesia
Bastiana Jurusan Pendidikan Khusus Universitas Negeri Makassar, Makassar Indonesia
Wizerti Ariastuti Saleh Jurusan Pendidikan Khusus Universitas Negeri Makassar, Makassar Indonesia

DOI:

https://doi.org/10.58230/dxkmmy86

Keywords:

autism; subtraction operations; Cuisenaire Blocks; mathematics learning; special education

Abstract

This study aims to describe the subtraction ability of a fourth-grade student with autism before and after the use of Cuisenaire Blocks and to identify the improvement observed following the intervention.

This study employed a quantitative descriptive approach with a pretest-posttest design. The participant was one fourth-grade student with autism at SLB Arnadya Makassar. Data were collected using a 10-item subtraction test covering the ability to follow instructions, use learning media, and solve subtraction problems involving numbers from 1 to 10. The data were analyzed descriptively by comparing the pretest and posttest scores.

The student obtained a pretest score of 3 out of 10 (30%), categorized as low, which increased to 8 out of 10 (80%) after the intervention, categorized as good. This represents an increase of 50 percentage points. During the intervention, the student also showed improved participation, greater ability to use the blocks, and better adherence to the steps involved in solving subtraction tasks.

The use of Cuisenaire Blocks was associated with improved subtraction performance in the participating student. Concrete numerical representation, structured learning steps, repeated practice, and reinforcement appeared to support the student in understanding and completing subtraction tasks involving numbers from 1 to 10. Further studies involving more participants and stronger experimental designs are needed to examine the broader effectiveness of this learning medium.

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