LEARNING OF DIVISION OPERATION FOR MENTAL RETARDATIONS’ STUDENT THROUGH MATH GASING

This study aims to look at tenth-grade a mental retardation student in solving the problem of a division operation. The method used is Single Subject Research (SSR) with learning outcomes as variables that are measured and describe student learning activities in solving problems using Math GASING. The data collection technique is done by video recorder, documentation and test questions. The instruments are a video that is to see student activities during the study, photos to see the results of student work, and work the answer to see student answers to the questions given. Analysis of this research data is analyzed in conditions and between conditions. The results of the research carried out obtained that student experienced an increase in solving the division questions and the student gave a good response to the behavior carried out with Math GASING.

have even though they are capable students (Kuswardhana, et al., 2017). Other difficulties experienced by mentally retarded students are in measuring and estimating (Yankova & Yanina, 2010). The ability to think is limited, low memory, and the difficulty of abstract thinking of the students is the reason students have difficulties in academic fields such as number division skills (Putri, et al., 2017). Therefore, the mentally retarded students often experience difficulties due to their learning activities, especially in mathematics.
A study states that mathematics is very important to improve students' high thinking skills (Laurens, et al., 2018). Mathematics is also important in solving problems encountered, exploring around us, will be an interesting object if studied (Reis, et al., 2010;Dong, 2018). For adults with mental retardation, learning mathematics can help to be able to interact with their groups and reduce the risk due to inability to count (Prendergast, et al., 2017). For example, counting money and estimating payments is very important to learn in solving mathematical problems (Root, et al., 2018).
Counting operations on the most basic mathematical learning, namely addition, subtraction, multiplication, and division need to be studied to do more complex calculations (Juliana & Hao, 2018;Prendergast, et al., 2017). Seeing the importance of mathematics, it is highly recommended to learn mathematics to solve daily problems for a mentally retarded student, especially in counting number.
Mathematics learning, especially for mentally retarded students, can use a variety of methods previously mentioned, but a lot of maturity and time are needed (Sigh & Agarwal, 2013). The use of assistive devices and technology can help mentally retarded students overcome difficulties in measuring (Yankova & Yanina, 2010;Kuswardhana, Hasegawa, & Juhanaini, 2017) and increase student motivation (Alabdulaziz & Higgins, 2017). Besides the use of tools and concrete objects or can be seen highly recommended for mentally retarded students to solve mathematical problems (Prendergast, et al., 2017). Concrete objects are objects that can be seen, held, and explored by students (Prahmana, 2013). These objects should be found by students in everyday life (Soylu, et al., 2017). Such as, the use of newspapers for mathematics learning in operating material is for secondary school students (Root, et al., 2018). Therefore, learning mathematics should use concrete objects so that mentally retarded students are easier to understand and can solve mathematical problems.
Learning material for abstract mathematical concepts makes students feel difficult if not done correctly (Multu & Akgun, 2018). A researcher makes learning design division operations using Math GASING by converting something concrete towards an abstract thing (Prahmana & Suwasti, 2014).
Math GASING can be used as an intermediary in teaching the concept of division to students (Prahmana, 2013). The learning outcomes of class X students on physics subjects using Math GASING can increase (Nurfathoanah, 2017). In addition, Math GASING can be applied to help understand students about addition operations (Siregar, et al., 2014). Seeing many researchers who use Math GASING to teach mathematics, Math GASING is the right method to make it easier for students to learn mathematics in the division operation.
This study uses Math GASING to see the learning outcomes of mentally retarded students in material number distribution operations and see student responses. The Math GASING shows students about the process of converting concrete things into abstracts and drawing conclusions made by the students themselves (Prahmana, 2015). GASING is an abbreviation of easy (GAmpang), fun (ASyIk), and enjoyable (menyenaNGkan). Researchers conducted research on mentally retarded students because students still experience difficulties in division operations. In addition, students are less focused, less accurate in counting, and easy to forget. This statement is supported by the research that's been done before that students have difficulty in operating numbers, particularly the operations division (Nuari & Prahmana, 2018). So that researchers hope that students can solve the mathematical problems he faces using the concepts he got from Math GASING and solve the mathematics problems.

METHOD
The type of research used is descriptive research using the Single Subject Research (SSR) research method. Researchers use the SSR to describe or explain students' behavior in solving natural number division questions and observe students in solving problems when given treatment. The design used is A-B design with 1 baseline condition (A) and 1 intervention condition (B). SSR research was conducted on a retarded class X high school student with the initials A. The subject of this study was male and 17 years old. Blood loss is experienced by students from birth. At the time of childbirth the student's head is squeezed too long, then students lack oxygen. This results in a disturbance in the student's brain namely intellectual limitations.
The data collection techniques used in this study is video recordings, documentation, and written tests. The instrument used is based on data collection techniques, namely videos, photos, and test results. The video is used to describe the learning process of students when working on a problem or when an intervention is carried out by the researcher. Photos are used to document the results of student work and as material for analysis and research evidence. The student's written test sheet contains the student's answer in solving the questions given by the researcher with each question validated by the validator lecturer. These instruments are used to see an increase in learning outcomes or influences that occur after the research is conducted.
Data analysis techniques are performed on changes in conditions. First, the length of conditions that state the number of sessions or meetings conducted during the study in the baseline and intervention conditions. Second, the direct tendency is used to see the description of the behavior of the subject being studied. Third, the stability tendency is used to see the stability of each condition.
Researchers used a stability tendency of 15%. Fourth, the data trace or trend traces of each measurement condition are used to see whether the data can be reduced (-), up (+) or horizontal (=).
Fifth, the level of stability and range is done to see how big or small the range of data groups are in the baseline condition or intervention. Sixth, the level of change that shows the amount of change in data in one condition. Furthermore, analysis techniques between conditions are almost the same as analysis in conditions. Both of them discussed the same thing. First, the number of variables changed, namely the number of dependent variables in the study. Second, changes in the direction and effect tendencies can take the data in the analysis under conditions. Third, changes in the tendency of stability comes from baseline to intervention, namely to see changes in conditions before and after the intervention based on an analysis in conditions. Fourth, changes in levels are used to see changes that occur based on the difference in data points. Fifth, the percentage of overlap to see changes in the better or worse the influence of intervention on the target behavior.

RESULT AND DISCUSSION
The baseline condition is the measurement of the target behavior (behavior) with no previous treatment, while the intervention is the measurement of the target behavior after treatment. The researcher made observations on the A's condition for 3 days and B conditions 12 days, with duration of about 90 minutes per session. In this study, the dependent variable in this study is the ability of students to solve the problem of the operation of the division of natural numbers (learning outcomes).
And the independent variable is the use of Math GASING learning to see student learning outcomes.  Table 1 shows the results obtained by a student in solving the distribution operation problem. It is seen that the initial conditions or baseline results obtained are very low, while the conditions of student intervention increase. Student scores are presented in a graph form as in Figure 1.  The stability criteria used to determine the trend of stability is 15%. Stability criteria are used to determine the stability range, upper limit, and lower limit of each condition. The upper boundary, lower boundary and mean level (blue) can be seen in Figure 3.  In condition A, the difference of 1.88 is obtained, which means there is a change and the intervention condition with a difference of 17.50 shows a change (improved). All components that have been calculated can be summarized as in Table 2.

Visual Analysis Between Conditions
Inter-condition analysis in this study began by comparing conditions (B) with conditions (A), which is 2: 1, which means that the code for the baseline condition is 1 and the intervention condition code is 2. In the analysis of the conditions of this study carried out in several stages, namely: a. Number of variables The variables that were changed in this study were student learning outcomes in mathematical problems. In Table 5 the number 1 is written which means that the variable is changed to only one.

b. Changes in direction trends
Changes in direction trends in the analysis between conditions can be determined by taking data from the analysis under conditions. Writing changes in direction trends similar to analysis in conditions, both of which have good effects (+).

c. Changes in Stability Trends
Changes in direction trends can also be determined by looking at data on the tendency for the Stability of analysis in conditions. In this study, the changes that occur in both conditions are stable towards the stable.

d. Level change
The last session data point of the baseline condition was 15.63 and the first session data point for the intervention condition was 12.50. Then disputed to obtain 3.13 for a comparison of conditions B: A. Sign (-) means that it has decreased from the previous data.

e. Percentage of overlap
The percentage of overlap data in the comparison of baseline conditions with intervention conditions was 8.33%. The smaller the percentage overlap the better the influence of intervention on the target behavior.
A summary of all data analysis components between conditions can be seen in Table 3. Based on the results of the research that has been carried out there is an increase in student learning outcomes in calculating division operations by using Math GASING. Changes that occur can be observed in the graph and summary analysis table above which includes visual analysis, the analysis in conditions, and analysis between conditions. To be clearer, researchers discuss the results of research on each condition, namely:

Baseline condition (A)
In condition "A" the first session the student gets a low score, this is because the student has never worked on the same problem before. Whereas in the second and third sessions the value of student begins to increase because the student is already getting used to the forms of questions that they are working on. This increase in value is not much, ranging from 1-5 points. The measurement of the baseline conditions results and the location of the errors is almost the same.
This shows that student experience difficulties in certain parts namely repeated reduction. A student can make deductions, but when doing repeated deductions the numbers used to subtract are not subtracted. Instead, the numbers will be subtracted, as seen in Figure 4.

Figure 4. Student Calculation Results in Baseline Conditions
In addition to recurrent subtraction downward, the mentally retarded student also find it difficult to write down the reduction horizontally. A student writes down the deduction based on the subtraction that he did before. Because the reduction made is wrong, the writing of the reduction recurs horizontally is also still wrong and there is a remainder of the reduction. Whereas a researcher with Math GASING states that division is a reduction done repeatedly with the same number until the remaining reduction cannot be deducted again (Surya, 2007: 88). The results of the division operation are of two kinds, namely the number of deductions formed is called the quotient and the subtraction result is called the remainder of the division (Weaver, 2012: 30).
Then the result of the division operation is the number of repetitions carried out repeatedly to produce a residual reduction that cannot be subtracted again.

Intervention condition (B)
In the intervention conditions, researchers used Math GASING to provide treatment to the student. Learning with Math GASING begins with introducing the concept of division by using real objects. Then divert the use of concrete objects with semi-concrete like the picture.
Furthermore, the student is given learning by using residual subtraction until repetitive reduction which in the end students can determine the results of the division of the repeated reduction. This study uses candy as a tool for the student to calculate division questions. The first and second sessions of intervention conditions student are still confused in counting using candy. A student can't conclude the results of the division using the grouping of sweets. As in the second session baseline condition measurement activities is with the distribution of 12: 3. The student is still confused to distinguish the results of the division by division. Measurement activities are shown in Figure 5.

Figure 5. Calculating Distribution Operations with Candies
Measuring the condition of intervention in the third session the researcher introduced how to calculate subdivision operations with subtraction. However, the student still find it difficult to do recurring reductions arranged down with the problem 56: 3. At the beginning of the reduction process can be done well, but on the third subtraction student make mistakes. Student write down the results of zero reduction with three is three, and the fifth reduction in students subtracts the results of the previous reduction by four. The student should subtract the number three according to the distribution problem given.
In the fourth session, the researchers asked a student not to use candies but instead used circle images or candy drawings on paper to calculate division questions. Researchers tried to use candy images so student practice not always using real objects when counting. The images are grouped with members of each group as many as the dividing numbers. The group formed is as a result of the division, as shown in Figure 6 as a result of the fourth session evaluation questions.

Figure 6. Results of Work on Student Evaluation Questions
A student can follow the directions of the researcher well. At the end of the fourth session, the researchers asked the student about which was easier if counting with candy (concrete) or candies pictures (semi-concrete). Students say that they prefer to use pictures rather than using real candy.
The fifth session of the students began to modify by using a rectangular image analogous to the image of folding paper, a triangle as a cake, a circle as money, and a stick, as a tool to calculate the division. However, student experience errors when working using images. The student is sometimes less precise when grouping pictures into one group if the next image is in the second row. This causes the results of student calculations to be incorrect, shown in Figure 7.

Figure 7. Calculation of Distribution Operations with Pictures
In the sixth and seventh sessions, there were not many changes in values obtained by the student.
A student begins to understand how to calculate the division operation problem, which is using images or with repeated subtraction. When compared with the baseline condition the value achieved by a student is not far afloat but has increased. Researchers tried to teach again about repetitive reduction to calculate division questions so student reduces the use of images and switch to numbers that are abstract in nature. In addition to the values, there is a change in attitude that is shown by a student during the measurement of intervention conditions. This change has occurred since the fourth session, the student begins to enjoy learning to use games or practice to remember the previous material.
In accordance with behavior modification, this study brings changes in student behavior to good things. A student feels happier when learning by using games or giving rewards in the form of snacks when they succeed in working on the questions until they are finished. This is in accordance with Math GASING which teaches mathematics material with a fun method so that students feel happy while studying. Strengthened by the opinion of Halyadi, et al. (2016), which states that learning using Math GASING makes students feel easy because it starts with something tangible or concrete, fun because they use games, and fun because students are not forced during learning. It was proven when the researcher asked the students about the opinion on the calculation of the compilation of ways and divisions that were taught by the researcher, such as the Dialogue 1 in session sixth. The activity that student often do when intervening is telling things that students like.
Researchers give time to tell stories so the student does not feel bored when the learning process takes place. Social interactions outside the learning process are very important especially for building students' self-esteem and interest which impacts on good learning outcomes (Aro & Ahoen, 2011).
Student learning outcomes that increase can be seen from the scores achieved by students while working on the evaluation of the intervention conditions and it is proven that students want additional questions in the eighth session.
The student has been able to distinguish the results of the division and the rest of the division with repeated reductions. It is clear that student experience changes when compared to the results of measuring baseline conditions. Interventions conducted by researchers to see changes in student learning outcomes.
Increased learning outcomes are also influenced by students' willingness or awareness to learn. Indirectly the intervention carried out had a good impact on the student who was initially less interested in learning mathematics. This is also supported by student class teacher statements delivered in Dialogue 2. Researcher : Iya bu. [Yes, Miss] Interventions conducted by researchers also adjust to students' abilities. Starting from concrete objects in the form of candies to semi-concrete objects and abstract images that use repeated reduction techniques.

Figure 8. Distribution Results Using Repeat Reduction
The calculation of students using compounded reduction can be seen in Figure 8 which calculates the distribution problem of 52: 4. A student can make deductions correctly so that the remaining reduction is zero. In addition, the student can calculate the results of the recurring subtraction correctly, namely 13. The complete question in Figure 8 is, "There are 52 stalks of grape stored in four baskets. How many grapes stalk per basket? " In accordance with previous researchers that learning operations sharing using Math GASING always starts from something concrete towards something abstract (Prahmana & Suwasti, 2014). The student has succeeded in using candy as a counting tool, drawing candy or bread in lieu of the actual candy to do repetitive cuts that have leftovers. That is, students have been able to pass the critical point of division as stated by Prahmana (2013) that the critical point of the distribution operation using GASING Mathematics is that students can make a reduction in the remainder, so a student can learn variations in distribution easily. Based on this study Math GASING can help students to improve operating learning outcomes in the distribution of mentally retarded student and provide other positive influences in the form of increased learning interest.

CONCLUSION
Learning the division of operations on student mentally retarded using Math GASING can improve student learning outcomes and provide a good influence on student. The student feel happy to learn to use Math GASING and can be one of the solutions for learning division operations for other mental retardations' students.

ACKNOWLEDGMENTS
Firstly, we would like to thank Universitas Ahmad Dahlan for providing the opportunity to develop research and have facilitated until this research is completed. Then, we thank for SLB Bhakti Kencana 1 Berbah and their teacher for allowing us to conduct the research.