Effectiveness of using number glass media in improving learning outcomes of elementary school with dyscalculia tendencies

Abstract

This study investigates the efficacy of number glass media as an innovative and practical pedagogical intervention aimed at improving the learning outcomes of elementary school students with dyscalculia tendencies in Makassar, Indonesia. The study adopts a quantitative experimental method using a nonequivalent control group design. Eleven fourth-grade students were selected through purposive sampling and divided into two groups: six students in the experimental group and five in the control group. The experimental group received targeted instruction using number glass media, while the control group continued with conventional teaching methods. To evaluate the intervention’s effectiveness, pre-test and post-test data were analyzed using independent t-tests and paired samples t-tests. The findings of the study reveal that the use of number glass media significantly enhances the mathematical learning outcomes of students with dyscalculia tendencies. Students in the experimental group demonstrated a substantial improvement in their post-test scores compared to those in the control group, who showed minimal progress. The hands-on nature of number glass media helped make abstract mathematical concepts such as addition, subtraction, multiplication, and division more tangible and comprehensible. Moreover, the media fostered critical thinking, enhanced cognitive and emotional engagement, increased motivation, reduced stress, and minimized boredom during learning activities. The novelty of this research lies in its focus on number glass media as a simple yet effective teaching tool for addressing dyscalculia-related learning challenges. By transforming abstract concepts into concrete and visual experiences, number glass media bridges gaps in comprehension, enabling students to achieve better academic outcomes. This study underscores the importance of tailored instructional strategies and innovative learning tools to meet the needs of students with learning difficulties. Further research with larger sample sizes and extended intervention periods is recommended to validate these findings and explore broader applications in various educational contexts.

Keywords

• Dyscalculia tendencies
• elementary school
• learning outcomes
• number glass media

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