Proses Berpikir Siswa Tunagrahita Ringan pada Materi Segitiga Berbantuan Geoboard Berdasarkan Teori Bruner

Abstract

This study aimed to describe the thinking process of a student with mild intellectual disability in understanding triangle concepts using a geoboard based on Bruner’s representation theory. This study employed a qualitative approach with a descriptive research design. The participant was a junior high school student with mild intellectual disability. Data were collected through observation, tests, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion. The findings revealed that the student’s thinking process developed through Bruner’s three stages of representation: enactive, iconic, and symbolic. At the enactive stage, the student was able to construct and recognize triangles through direct activities using a geoboard and rubber bands. At the iconic stage, the student was able to classify triangles based on visual representations, although the understanding still depended on visible visual cues in the images. At the symbolic stage, the student began to understand basic triangle concepts, such as the number of sides and angles, but still required guidance to explain the concepts accurately. The findings also indicated that students with mild intellectual disability were capable of understanding triangle concepts similarly to typical students; however, they required a longer learning process and more intensive concrete and visual support. The use of the geoboard helped the student develop geometric understanding gradually from concrete experiences toward abstract understanding.