THE EFFECTIVENESS OF MULTISENSORY APPROACH ASSISTED BY VISUAL ANIMATION MEDIA AND QR QUIZIZZ ASSESSMENT ON MATHEMATICAL CONCEPTUAL UNDERSTANDING OF STUDENTS WITH DYSCALCULIA

Abstract

Low conceptual understanding of geometry among students with mild intellectual disabilities remains a challenge in special needs mathematics education. Observations at SLB Negeri Slawi indicate that most students have difficulty grasping abstract mathematical concepts, particularly in geometry, due to the dominance of conventional teaching methods and limited use of interactive learning media. This study aims to examine the effect of implementing a multisensory approach assisted by visual animation media and QR Quizizz assessment on students’ mathematical conceptual understanding. The research employed a quantitative approach with a quasi-experimental method using a post-test only control group design. The sample consisted of 16 students from Class C, Phase D (Junior High School level) selected through purposive sampling, divided equally into experimental and control groups. Data were collected through QR Quizizz-based tests and documentation, then analyzed using a proportion test, independent t-test, and simple linear regression. The results showed that 88% of students in the experimental class achieved the minimum mastery criterion (≥75). The regression equation was Ŷ = 36,9285 + 0,5357 ‘[-X with a coefficient of determination (R²) of 0.5129, indicating that 51.29% of students’ conceptual understanding was influenced by the multisensory approach, while the remaining percentage was influenced by other factors. The t-test results indicated a positive and significant difference between the experimental and control groups. These findings suggest that integrating a multisensory approach with visual animation media and QR Quizizz assessment is effective in enhancing mathematical conceptual understanding among students with dyscalculia