Designing a Game-Based PMRI Learning Trajectory on Money Value Equivalence for Autistic Students
DOI:
https://doi.org/10.31980/mosharafa.v14i3.3372Keywords:
Penelitian Desain, Pendidikan Inklusif, Lintasan Belajar;, Kesetaraan Nilai Uang, PMRI, design research, inclusive education, learning trajectory, money value equivalenceAbstract
Penelitian ini bertujuan mengembangkan lintasan belajar bagi siswa autistik untuk memahami konsep kesetaraan uang melalui permainan Monopoli yang dimodifikasi, di mana konteks berenang di Opi Waterfun ditempatkan sebagai salah satu petak dalam papan permainan. Menggunakan penelitian desain yang mencakup tiga tahap, desain awal, eksperimen pembelajaran, dan analisis retrospektif. Penelitian ini melibatkan delapan siswa autistik kelas VIII dengan level kemampuan berada pada kategori menengah (moderate), ditandai dengan keterbatasan komunikasi sosial dan kesulitan berpikir abstrak. Data dikumpulkan melalui observasi, rekaman video, dan hasil kerja siswa untuk mengidentifikasi lintasan belajar aktual yang muncul selama kegiatan bermain. Hasil penelitian menunjukkan bahwa penggunaan rupiah dalam konteks berhenti pada petak aktivitas berenang, seperti membeli tiket masuk dan menyewa pelampung, membantu siswa mengenali, membandingkan, dan mengombinasikan nilai uang secara bermakna. Lintasan belajar berkembang dari mengenali pecahan uang, menghitung total biaya, hingga melakukan pembayaran kontekstual secara tepat. Berdasarkan prinsip PMRI, permainan Monopoli yang dimodifikasi secara kontekstual dapat membuat pembelajaran matematika lebih adaptif, menyenangkan, dan inklusif bagi siswa autistik.
This study aims to develop a learning trajectory for autistic students to understand the concept of money value equivalence through a modified Monopoly game, in which a swimming context at Opi Waterfun is embedded as one of the board spaces. The study employed a design research methodology consisting of three phases, preliminary design, teaching experiment, and retrospective analysis. It involved eight eighth-grade autistic students with moderate-level abilities, characterized by limitations in social communication and difficulties in abstract thinking. Data were collected through observations, video recordings, and student work to identify the actual learning trajectory that emerged during the game-based activities. The findings show that the use of Indonesian rupiah within the swimming activity space, such as purchasing entry tickets and renting float rings, helped students recognize, compare, and combine money values meaningfully. Their learning trajectory progressed from identifying denominations and calculating total costs to making accurate contextual payments. Guided by PMRI principles, the contextually modified Monopoly game supports mathematics learning that is more adaptive, engaging, and inclusive for autistic students.
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