Effects of Using Virtual Manipulatives for Students With Disabilities: Three-Level Multilevel Modeling for Single-Case Data

We synthesized studies published since 2000 that assessed the effects of using virtual manipulatives to increase the mathematical accuracy of students with disabilities. We extracted a total of 1,796 raw data points from 114 cases across 35 single-case studies. By applying three-level multilevel modeling, we analyzed both immediate effects and trends during the intervention phase as well as moderation effects related to student characteristics (case level) and intervention features (study level). Both the average immediate effect and trend during the intervention were statistically significant. The average immediate effect varied significantly by student grade, disability type, developer, device, type of virtual manipulative, and visual model embedded in virtual manipulatives. Neither student characteristics nor intervention feature–related moderators significantly influenced the average trend during the use of virtual manipulatives.

Manipulative-Based Instructional Sequences in Mathematics for Students With Disabilities

Manipulative-based instructional sequences—including both concrete and virtual manipulative instructional sequences—are evidence-based or research-based mathematical interventions for students with disabilities. However, as options for manipulative-based instructional sequences increase, educators need support in deciding the best approach. In this manuscript, we provide practical tips for educators to make decisions about selecting and implementing manipulative-based instructional sequences for students with disabilities. We present and discuss the following steps educators should take when preparing to use a manipulative-based instructional sequence: (a) determine resources, (b) know the student, (c) identify the targeted mathematics, (d) evaluate time constraints, and (c) decide upon the ultimate goal of learning.

Differences in Increasing Students' Communication Skills and Mathematical Problem Solving through Project-Based Learning with Virtual Manipulative and Physical Manipulative Media at SMP Plus Jabal Rahmah Mulia Medan

This study aims to analyze the differences in the improvement of mathematical communication skills and mathematical problem solving of students who are taught using manipulative virtual learning media and physical manipulative learning through project-based learning models (PjBL), as well as analyzing the performance of class VII students of SMP Plus Jabal Rahmah Mulia Medan in solving problems. questions that measure communication skills and mathematical problem solving. Data obtained through subjective tests or essay tests, each of which measures the students' mathematical problem solving and communication skills. Data were analyzed using ANACOVA test. The population in this study were all students of class VIII of the private high school Jabal Rahmam Mulia for the 2020/2021 academic year. While the sample in this study is class VIII1 which is the first experimental class which is taught using manipulative virtual learning media and class VIII2 is the second experimental class which is taught using physical manipulative learning media. Based on the results of the ANACOVA calculation, the analysis results obtained F_hitung = 3,450 ˃ Ftable = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in problem-solving abilities between students who are given a realistic mathematics approach assisted by macromedia flash and students who are given a contextual approach assisted by macromedia flash. Based on the results of the analysis F_count = 20.889 ˃ F table = 3.38 and with sig = 000, because the significant level is smaller than 0.05 so that H_0 is rejected and H_a is accepted. Thus, there are differences in mathematical communication skills between students who are given virtual manipulative assisted project-based learning (PjBL VM) and students who are given physical manipulative assisted project-based learning (PjBL PM).

KEMAMPUAN PEMAHAMAN KONSEP ALJABAR PADA PEMBELAJARAN BERBASIS VIRTUAL MANIPULATIVE

Penelitian ini bertujuan untuk mendeskripsikan pemahaman konsep siswa setelah mengikuti pembelajaran matematika pada topik aljabar menggunakan media pembelajaran virtual manipulative. Penelitian ini menggunakan pendekatan kualitatif deskiptif. Penelitian ini dilaksanakan di SMP Santo Aloysius Turi Sleman Yogyakarta. Subjek pada penelitian ini terdiri atas siswa kelas VIIA dengan jumlah 24 siswa dan diambil 3 siswa untuk diwawancarai. Subjek dikelompokkan dalam kategori jawaban yang rendah, sedang, dan tinggi. Teknik pengumpulan data pada penelitian ini menggunakan tes tertulis dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan rendah memenuhi indikator pemahaman konsep yaitu menyajikan konsep dalam berbagai bentuk representasi matematis, dan menggunakan, memanfaatkan, dan memilih prosedur atau operasi tertentu dalam menyelesaikan masalah, siswa dengan kemampuan sedang dapat memenuhi indikator pemahaman konsep yaitu menyajikan konsep dalam berbagai bentuk representasi matematis, dan menggunakan, memanfaatkan, dan memilih prosedur atau operasi tertentu dalam menyelesaikan masalah. Siswa dengan kemampuan tinggi memenuhi indikator pemahaman konsep yaitu menyatakan ulang setiap konsep, mengklasifikasikan konsep menurut sifat-sifat tertentu (sesuai dengan konsepnya), menyajikan konsep dalam berbagai bentuk representasi matematis, dan menggunakan, memanfaatkan, dan memilih prosedur atau operasi tertentu dalam menyelesaikan masalah