Base Ten Blocks in Refusal Reassembling Students with Learning Problems

Abstract

Subtraction with regrouping is something complex for students to understand, especially students with learning disabilities. The main problem that students often face in this skill involves the process of borrowing where students do not pay attention to the position of the digits and are unable to regroup. The initial findings of the study show that students have a low level of mastery of the concept of subtraction and regrouping, which causes students to not be able to answer questions correctly. Therefore, this action research aims to help improve the mastery of the concepts and skills of students with learning problems regarding the operation of subtraction and regrouping. The study participants consisted of a Year 3 student who had a slow learning problem at a school in Malacca. This action research focuses on the use of Base Ten Blocks as an intervention tool to help study participants complete subtraction operations by regrouping. The initial findings of the study show that students have a low level of mastery of the concept of subtraction and regrouping, which causes students to not be able to answer questions correctly. Therefore, data collection tools such as document analysis, checklists and interviews were used to see the effectiveness of the intervention carried out. The findings from the document analysis show an increase in the mastery of concepts and skills of the study participants in the subtract operation by re-collecting. In summary, the findings of this study show that the use of Base Ten Blocks can improve mastery of the concept of subtraction by regrouping and skills in solving questions. The significance of this study is to encourage teachers to use visual aids, provide differentiated education and apply a multisensory approach in teaching Mathematics. Further research is needed to further explore and optimize the use of manipulative tools in mathematics education, especially in special education contexts.