Metode Pembelajaran Matematika Bagi Anak Berkebutuhan Khusus Tunagrahita Ringan di SDLB Negeri 1 Lombok Barat Tahun Ajaran 2025/2026 - Izzah, Nadiatul; Akbar, Lalu Awaludin; Halimatussa’diah (Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal, 2026)
Abstract: This study aims to identify the mathematics teaching methods used by teachers as well as the obstacles faced in teaching children with mild intellectual disabilities at SDLB Negeri 1 Lombok Barat in the 2025/2026 academic year. This research employs a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that teachers use various teaching methods, including drill methods (practice), recitation (assignments), practice, lectures, question-and-answer sessions, and demonstrations. Drill and demonstration methods are the most frequently used because they align with the characteristics of students with mild intellectual disabilities, who require repetition and concrete examples. The obstacles faced by teachers include students’ limited concentration, low memory retention, significant differences in individual abilities, and limitations in teaching facilities and media. However, these obstacles can be overcome through the use of concrete media, repetition of material, individual approaches, as well as support from the school in the form of training and the provision of teaching aids. Abstrak: Penelitian ini bertujuan untuk mengetahui metode pembelajaran matematika yang digunakan guru serta hambatan yang dihadapi dalam pembelajaran bagi anak berkebutuhan khusus tunagrahita ringan di SDLB Negeri 1 Lombok Barat tahun ajaran 2025/2026. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menggunakan berbagai macam metode pembelajaran, diantaranya metode drill (latihan), resitasi (pemberian tugas), praktik, ceramah, tanya jawab, dan demonstrasi. Metode drill dan demonstrasi merupakan metode yang paling sering digunakan karena sesuai dengan karakteristik siswa tunagrahita ringan yang membutuhkan pengulangan dan contoh konkret. Hambatan yang dihadapi guru antara lain keterbatasan konsentrasi siswa, daya ingat yang rendah, perbedaan kemampuan individu yang cukup signifikan, serta keterbatasan sarana dan media pembelajaran. Namun, hambatan tersebut dapat diatasi melalui penggunaan media konkret, pengulangan materi, pendekatan individual, serta dukungan dari pihak sekolah berupa pelatihan dan penyediaan alat peraga.