Reflective Abstraction of Students of Middle School with Disabilities in Solving Mathematical Problems

Farida Isnaini 1 Indonesia , Eric Dwi Putra 1 Indonesia , Lutfiyah Lutfiyah 1 Indonesia
1 Pendidikan Matematika, Universitas PGRI Argopuro Jember
Link Copied!
Published 2025-06-27
Vol. 4 No. 3 (2025) PAGES 765-777
DOI 10.51574/ijrer.v4i3.3495
Views / Downloads 243 222

The ability to identify, reflect, and generalize mathematical concepts from previous learning experiences into new situations is known as reflective abstraction. This study intends to examine the reflective abstraction process carried out by students with disabilities in solving mathematical problems. This research is a qualitative study that employs a descriptive approach. This study involved two students with hearing impairments who were purposively selected at the middle school level in Branjangan, Jember. Data were collected through observations, interviews, and supporting documents related to the mathematical problem-solving process. The results of the study show that this reflective abstraction process varies depending on the type of disability and the students' learning experiences. Factors such as teacher support, the use of visual aids, and previous learning experiences play a significant role in student success. This study offers explanations for how students with disabilities develop their understanding and highlights the importance of adaptive and inclusive learning approaches to support them. We hope that these findings will serve as a foundation for the creation of more inclusive learning strategies, especially in teaching.

Isnaini, F., Putra, E. D., & Lutfiyah, L. (2025). Reflective Abstraction of Students of Middle School with Disabilities in Solving Mathematical Problems . ETDC: Indonesian Journal of Research and Educational Review , 4(3), 765–777. https://doi.org/10.51574/ijrer.v4i3.3495
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Bachtiar, F. N., & Susanah, S. (2021). Abstraksi Reflektif Siswa Berkemampuan Matematika Tingkat Tinggi Dalam Pemecahan Masalah Lingkaran. MATHEdunesa, 10(2), 266–278. https://doi.org/10.26740/mathedunesa.v10n2.p266-278
  2. Balila, J. N. I., Putra, E. D., & Lutfiyah, L. (2023). Students’ Reflective Abstraction in Solving Ethnomathematics-Based Mathematics Problems. Journal of Education and Learning Mathematics Research (JELMaR), 4(2), 127–143. https://doi.org/10.37303/jelmar.v4i2.117
  3. Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking skills and creativity, 39, 100761. https://doi.org/10.1016/j.tsc.2020.100761
  4. Cetin, I., & Dubinsky, E. (2017). Reflective abstraction in computational thinking. The Journal of Mathematical Behavior, 47, 70-80. https://doi.org/10.1016/j.jmathb.2017.06.004
  5. Cevikbas, M., & Kaiser, G. (2022). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education, 20(7), 1455-1480. https://doi.org/10.1007/s10763-021-10213-x
  6. Djasuli, M., Sa’dijah, C., Parta, I. N., & Chandra, T. D. (2017). Students’ reflective abstraction in solving number sequence problems. International Electronic Journal of Mathematics Education, 12(3), 621-632. https://doi.org/10.29333/iejme/638
  7. Ernest, P., Skovsmose, O., Van Bendegem, J. P., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The philosophy of mathematics education. Springer Nature.
  8. Fakhiratunnisa, S. A., Pitaloka, A. A. P., & Ningrum, T. K. (2022). Konsep Dasar Anak Berkebutuhan Khusus. Masaliq, 2 (1), 26–42. https://doi.org/10.58578/masaliq.v2i1.83
  9. Febriyanti, C., & Nugraha, M. L. (2017). Kesulitan Pembelajaran Matematika Sekolah Inklusi Untuk Anak Abk. SAP (Susunan Artikel Pendidikan), 2(2), 151–158. https://doi.org/10.30998/sap.v2i2.2087
  10. Fuady, A., & Rahardjo, S. (2019). Abstraction reflective student in problem solving of Mathematics based cognitive style. International Journal of Humanities and Innovation (IJHI), 2(4), 103-107. https://doi.org/10.33750/ijhi.v2i4.50
  11. Greeno, J. G. (2017). Forms of understanding in mathematical problem solving. In Learning and motivation in the classroom (pp. 83-112). Routledge. https://doi.org/10.4324/9781315188522-5
  12. Hatisaru, V. (2020). Exploring evidence of mathematical tasks and representations in the drawings of middle school students. International Electronic Journal of Mathematics Education, 15(3), em0609. https://doi.org/10.29333/iejme/8482
  13. Hopcan, S., Polat, E., Ozturk, M. E., & Ozturk, L. (2023). Artificial intelligence in special education: A systematic review. Interactive Learning Environments, 31(10), 7335-7353. https://doi.org/10.1080/10494820.2022.2067186
  14. Kaldenberg, E. R., Watt, S. J., & Therrien, W. J. (2015). Reading instruction in science for students with learning disabilities: A meta-analysis. Learning disability quarterly, 38(3), 160-173. https://doi.org/10.1177/0731948714550204
  15. Kërënxhi, S., & Gjoci, P. (2017). Involvement of Algebraic-Geometrical Duality in Shaping Fraction’s Meaning and Calculation Strategies with Fractions. Journal of Educational and Social Research, 7(1), 151–157. https://doi.org/10.5901/jesr.2017.v7n1p151
  16. Kütük, M. Ö., Tufan, A. E., Kılıçaslan, F., Güler, G., Çelik, F., Altıntaş, E., ... & Kütük, Ö. (2021). High depression symptoms and burnout levels among parents of children with autism spectrum disorders: A multi-center, cross-sectional, case–control study. Journal of autism and developmental disorders, 51(11), 4086-4099. https://doi.org/10.1007/s10803-021-04874-4
  17. Lutfiyah, L., Murtinasari, F., & Sulisawati, D. N. (2023). The level of dyscalculia in children with special needs in understanding mathematical concepts: Learning difficulties experienced. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(2), 696-705. https://doi.org/10.33394/jk.v9i2.7848
  18. Maya, F. A., Sari, I. K., & Zanthy, L. S. (2019). Analisis kemampuan berpikir kreatif, berpikir kritis matematik siswa SMK pada materi SPLDV. JPMI (Jurnal Pembelajaran Matematika Inovatif), 2(4), 167-176. https://doi.org/10.22460/jpmi.v2i4.p167-176
  19. Montenegro, P., Costa, C., & Lopes, B. (2018). Transformations in the Visual Representation of a Figural Pattern. Mathematical Thinking and Learning, 20(2), 91–107. https://doi.org/10.1080/10986065.2018.1441599
  20. Ningsih, S. K., Amaliyah, A., & Rini, C. P. (2022). Analisis kesulitan belajar matematika pada siswa kelas ii sekolah dasar. Berajah Journal, 2(1), 44-48. https://doi.org/10.47353/bj.v2i1.48
  21. Piñeiro, J. L., Castro-Rodríguez, E., & Castro, E. (2022). What problem-solving knowledge is required in mathematical teaching? A curricular approach. Curriculum Perspectives, 42(1), 1-12. https://doi.org/10.1007/s41297-021-00152-6
  22. Polo-Blanco, I., & González López, E. M. (2021). Teaching addition strategies to students with learning difficulties. Autism & Developmental Language Impairments, 6, 23969415211045324. https://doi.org/10.1177/23969415211045324
  23. Putra, E. D., Sullystiawati, L. H., & Sari, Y. I. (2023). Pendampingan Inovasi Pembelajaran Matematika SMP Melalui Permainan Ular Tangga Berbasis Etnomatematika. Dedication : Jurnal Pengabdian Masyarakat, 7(1), 119–128. https://doi.org/10.31537/dedication.v7i1.1034
  24. Putri, R. I., & Santosa, R. H. (2015). Keefektifan strategi REACT ditinjau dari prestasi belajar, kemampuan penyelesaian masalah, koneksi matematis, self-efficacy. Jurnal Riset Pendidikan Matematika, 2(2), 262–272. https://doi.org/10.21831/jrpm.v2i2.7345
  25. Rich, K. M., & Yadav, A. (2020). Applying levels of abstraction to mathematics word problems. TechTrends, 64(3), 395-403. https://doi.org/10.1007/s11528-020-00479-3
  26. Roesken-Winter, B., Stahnke, R., Prediger, S., & Gasteiger, H. (2021). Towards a research base for implementation strategies addressing mathematics teachers and facilitators. ZDM–Mathematics Education, 53(5), 1007-1019. https://doi.org/10.1007/s11858-021-01220-x
  27. Rossydha, F., Nusantara, T., & Sukoriyanto, S. (2021). Commognitive Siswa dalam Menyelesaikan Masalah Persamaan Linier Satu Variabel (Doctoral dissertation, State University of Malang). https://doi.org/10.17977/jptpp.v6i1.14367
  28. Sterner, G., Wolff, U., & Helenius, O. (2019). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579
  29. Sutrisna, N., Pramuditya, S. A., Raharjo, J. F., & Setiyani, S. (2021). Kemampuan abstraksi reflektif matematis siswa pada materi bangun ruang. Journal of Didactic Mathematics, 2(1), 26-32. https://doi.org/10.34007/jdm.v2i1.598
  30. Ulia, N., Waluya, S. B., Hidayah, I., & Pudjiastuti, E. (2021). Abstraksi Reflektif Matematis Mahasiswa PGSD. In Prosiding Seminar Nasional Pascasarjana (Vol. 4, No. 1, pp. 107-112).
  31. Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. Zdm, 52(1), 1-16. https://doi.org/10.1007/s11858-020-01130-4
  32. Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., & Loyens, S. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36(1), 29. https://doi.org/10.1007/s10648-024-09864-3

Copyright (c) 2025 Farida Isnaini, Eric Dwi Putra, Lutfiyah Lutfiyah

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 24 25 26 27 28 29 30 31 32 33 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Mathematics Problems Middle School Reflective Abstraction Students Disabilities