Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student.

The deaf-mute students have limited communication and knowledge, which result in their limitations in learning mathematics. This study aims to determine the development of the deaf-mute student in learning mathematics, especially about a fraction. The research method used is the Single Subject Research (SSR) by implementing the Indonesia Realistic Mathematics Education (IRME) approach by using the context of pipettes. The research subject consisted of one deaf-mute-male student in seventh grade at the special education public school 2 in Bantul, Indonesia who got handling in the learning process using IRME approach. The research subject was purposively chosen based on the character of a research subject who have difficulty in understanding the topic of the fraction. The research subject received eight treatments, three meetings for the baseline phase and five meetings for the intervention phase, during approximately two months. This research instrument uses videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The data analysis technique used is analyzed in conditions and between conditions with A-B research design to describe the development of student who has special characteristic in the fraction learning process. The research results show that the implementation of IRME approach using the pipette context can improve the understanding of fraction concepts and the learning outcomes of the deaf-mute student. [ABSTRACT FROM AUTHOR]