Numeria: An RME-Based Interactive Multimedia Prototype to Improve the Numeracy Skills of Students with Dyscalculia
DOI:
https://doi.org/10.21831/jrpm.v13i1.90593Keywords:
Dyscalculia, multimedia, Numeria, numeracy skills, RMEAbstract
Indonesian students' numeracy skills remain a challenge, particularly for students with dyscalculia who struggle to grasp basic mathematical concepts. National and global findings indicate that numeracy challenges for students with specific learning needs are exacerbated by limited inclusive learning media. Existing media are generally not designed to provide interactive, contextual learning experiences that connect abstract mathematical concepts to students with dyscalculia's real-life experiences. This study aims to conduct a needs analysis to inform the development of Numeria, a prototype of Realistic Mathematics Education (RME)-based multimedia learning to improve the numeracy skills of students with dyscalculia in elementary schools. The study used the ADDIE model with a focus on the analysis and design stages. Data were collected through interviews to identify teachers’ needs, observations to map patterns in students’ learning difficulties, and questionnaires to explore students’ learning media needs and preferences. The study included 48 fifth-grade students with dyscalculia from elementary schools in Central Java. Data were analyzed descriptively. The study's results indicate that dyscalculic students require interactive media that present numeracy concepts concretely and in context. At the same time, teachers emphasize the need for innovative media that integrate everyday life contexts. The integration of RME principles into interactive multimedia is a novelty in this study and provides a strong empirical foundation for the next stage of Numeria’s development and implementation
Author Biography
Riawan Yudi Purwoko, Mathematics Education, Universitas Muhammadiyah Purworejo
Sinta ID: 5975155
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