DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BY PROSPECTIVE MATHEMATICS TEACHERS FOR DYSCALCULiA STUDENTS BASED ON THE STIFIN CONCEPT IN MONTESSORI LEARNING

Abstract

As prospective mathematics teachers, it is certainly very important for them to be able to handle classes with all the diversity of students. In this study, researchers confronted students who took the interactive learning media course to be able to create learning media that can be used by dyscalculia survivors based on the STIFIn concept in Montessori learning. The results of the study showed that students were able to create learning media for Sensing type dyscalculia students by presenting images, patterns, videos to clarify concepts, and presenting many practice questions. For Thinking dyscalculia students, students presented learning media that applied logic in solving problems. For Intuiting type dyscalculia students, students presented learning media in the form of visualizations using diagrams, graphs, or images to clarify concepts and find patterns and relationships between concepts. Learning media for Feeling type dyscalculia students is by presenting real examples that build personal closeness with students. While for instinct type dyscalculia students, the learning media provides them with the opportunity to discuss topics openly and spontaneously.