EFEKTIVITAS MEDIA PEMBELAJARAN MATERI PELUANG BAGI SISWA TUNANETRA KELAS 5 SEKOLAH DASAR

This study aims to determine the effectiveness of learning media of probability in math for students with visual impairments. The type of research used is quasi-experimental with a quantitative approach and a One Group Pre Test - Post Test Design. This research was conducted at 5 grades of SDLB Yayasan Kesejahteraaan Tunanetra Islam. The results of the total accumulation in the pre-test, the five participants got in average the accumulated score of 18.6 with a percentage of 37.2%. Then they got treatment by using learning media of probability material for blind students and a post-test was done, the results of the accumulated scores obtained by the five participants were on average 44 with a percentage of 88%. Thus, the average positive change score of the five subjects was 25.4 with a percentage of 50.8%. In addition, because the results obtained by T count were the same as the T table, T count is in the position of the rejection area for Ho with a significance level of 0.01. Therefore, based on these calculations, it can be concluded that Ho was rejected and Ha was accepted. So, the conclusion is that there is very significant effectiveness in the learning media of probability materials for blind students. Keywords: Probability Material, Learning Media; Blind Students. REFERENCES Apsari, P.N &amp; Rizki, S. 2018. Media Pembelajaran Matematika Berbasis Android pada Materi Program Linear. Universitas Muhammadiyah Metro. Vol. 7, No. 1 (2018). Aksioma. Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro. Barraga, N. (1976). Social Learning Theory. Englewood Cliffs. N.J: Prentice Hall. Hallahan, D. P.; Kauffman, J.F; &amp; Pullen P.C. (2009). Exceptional Learners-Cetakan ke-11. United State: Pearson. Hallahan, D. P., Kauffman, J. M., &amp; Pullen, P. C. (2012). Exceptional Learners: An Introduction to. Special Education (12th Ed.). Upper Saddle River, NJ: Pearson Education. Hötting, Kirsten and Röder, Brigitte (2009). Auditory and Auditory-Tactile Processing in Congenitally Blind Humans. Journal Hearning Research 258 (2009) 165-174. Elsevier. Purwanto, Ngalim. (2006). Psikologi Pendidikan. Bandung: PT Remaja Rosdakarya. Rosyida, N. (2021). Mengoptimalkan Penilaian dengan Liveworksheet pada Flipped Classroom di SD. Jurnal Taman Cendekia Vol. 05 No. 01 Juni 2021 Rudiyati, S. (2002). Pendidikan Anak Tunanetra. Yogyakarta: FIP UNY. Sagala, S. 2013. Konsep dan Makna Pembelajan. Bndung: Alfabeta. Salekin, L.K., Olley G.J., &amp; Hedge. A.H,. (2010). Offenders with Intellectual Disability: Characteristics, Prevalence, and Issues in Forensic Assessment, Journal of Mental Health Research in Intellectual Disability, Vol.3 pp 97-116. Saputri, A.E &amp; Wangid, M. N., (2013). Pembelajaran Sains SD untuk Siswa Tunanetra di SLB A Yaketunis. Jurnal Prima Edukasia, Volume 1 - Nomor 2, 2013Solso, R.L.et.al (2007). Psikologi Kognitif. Jakarta: Penerbit Erlangga. Subagya. (2019). Pengembangan Buku Siswa Audio Taktual (BSAT) Matematika SMP/Sederajat untuk Siswa Tunanetra. Disertasi UNY. Yogyakarta: Universitas Negeri Yogyakarta. Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&amp;D. Bandung: PT Alfabet. Sunanto, J. (2005). Potensi anak berkelainan penglihatan. Jakarta: Departemen Pendidikan Nasional. Susilana, R. dan Riyana, C. 2009. Media Pembelajaran. Bandung: CV Wacana Prima. Zulfiati, H, dkk. (2021). Pengembangan E-Learning Schoology pada masa pandemic Covid-19 di PGSD FKIP UST. Jurnal Taman Cendekia Vol 05 No 01 Juni 2021