Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment

In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading (“Reading Peak” and “Reading Dip”) or arithmetic (“Arithmetic Peak” and “Arithmetic Dip”) higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the “Arithmetic Peak” subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice

Analysis Of Student Learning Difficulties In Digital Literacy-Based Learning On Social Arithmetic Material

This study aims to analyze and find out the Analysis of Student Learning Difficulties in Digital Literacy-Based Learning on Social Arithmetic Material. The problems in this study are how student learning difficulties in digital literacy-based learning in Social Arithmetic material and what factors influence student learning difficulties in digital literacy-based learning in Social Arithmetic material. The research method used is descriptive qualitative. Data collection techniques in this study through observation, interviews, tests and documentation. The level of student learning difficulties in digital literacy-based learning on social arithmetic material at SMP Negeri 2 Sukowono is in the high category, namely 27 students with a percentage of 50%

ANALISIS MINAT BELAJAR SISWA SMP KELAS VII BERBANTUAN MIT APP INVENTOR PADA MATERI ARITMATIKA SOSIAL

This research is motivated by low interest in student learning and the importance of social arithmetic material for students to face social life in the real world. The study aims to examine students' learning interest in MIT App Inventor-assisted social arithmetic materials. This research was conducted using qualitative descriptive methods. The subjects of this study were 11 class VII students, consisting of 2 male and 9 female students. Data retrieval techniques using a scale of students' learning interest in social arithmetic materials assisted by MIT App Inventor as many as 18 statements consisting of 9 positive and negative statements. The data processing in this study used Microsoft Excel. The results of the data analysis showed that students' interest in mit app inventor-assisted social arithmetic materials was in excellent category interpretation at 83.64%. Based on the results of research and discussion, it can be concluded that mit app inventor assisted learning produces positive things

ANALISIS KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL PADA MATERI ARITMETIKA SOSIAL

This study aims to find out the difficulties of junior high school students in working on descriptive questions on social arithmetic material and to analyze the factors. The subjects of this study were 26 students of class VIII SMP Buana Panca Bakti Cianjur totaling 26 people in the 2019-2020 school year. Data collection in this study was conducted by means of tests, interviews and documentation. Before the interview, a math test was conducted with 5 questions of social arithmetic material. After the tests and interviews are carried out, the results of the tests and interviews are analyzed and taken from the difficulties the students experience when working on social arithmetic questions. The data analysis techniques used in this study were: (1) data reduction, by selecting the main things and focusing the important things, (2) data presentation, presenting the data on student work, (3) drawing conclusions. The results showed that the students' difficulties when solving social arithmetic problems were difficulties in understanding the problems because social arithmetic problems were in the form of story problems, difficulties in mathematical models and difficulties in the process or steps of completion. The factors that cause students' difficulties because students are lazy to read the questions, it is difficult to digest the words and the meaning of the questions, students are less interested in learning mathematics, and students do not understand the arithmetic operation well

Students’ mathematics self-efficacy in learning social arithmetic topic

The issue, the significance of student self-efficacy in the learning process, is what inspired this study. This study set out to identify and characterize students’ self-efficacy capacities for studying the social arithmetic topic in light of their unique traits. This research is descriptive research through questionnaire analysis using percentages. A self-efficacy questionnaire plus a questionnaire for students’ responses make up the tool used to assess self-efficacy abilities. In this study, the data were collected and evaluated using a Likert attitude scale to determine whether students’ self-efficacy in studying the social arithmetic topic had increased. The scale in this self-efficacy contains three components, namely students’ assessment of: i) the level of task difficulty (magnitude); ii) the variety of tasks (generality); and iii) the degree of stability in completing a task (strength) in social arithmetic topic. The conclusion obtained in this study related to self-efficacy in mathematics is that it can be seen as a whole in learning social arithmetic topic showing that there are 79.05% of students giving a positive response, meaning that almost all students assess themselves positively when learning social arithmetic topic

PRICE INDEX DISPERSION AND UTILITARIAN SOCIAL EVALUATION

The living standard indicator in utilitarian social evaluation functions (USEF) is the ratio of a nominal living standard and a price index. We show that under weak association of price indices and nominal living standards and usual concavity conditions on utility functions, utilitarian social welfare increases with price index dispersion when the aggregate price level is superior to the arithmetic mean of price indices, and diminishes when it is inferior to the harmonic mean.Personal income distribution, economic welfare, price dispersion

ANALISIS KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL CERITA PADA MATERI ARITMATIKA SOSIAL

This study aims to explain the mistakes of junior high school students in solving social arithmetic story problems and analyze the factors. The research method taken is descriptive qualitative. The research subjects were seventh grade students of SMP Negeri 8 Cimahi. Data collection in this study was carried out by using a mathematical test method with four questions of social arithmetic and interviews with students who made mistakes. The data analyzed were taken from 10 students' answers by means of data analysis used for this study, namely data reduction, data presentation and conclusion drawing. After the tests and interviews were carried out, the results of the tests and interviews with student answers were analyzed and conclusions were drawn about what mistakes students often experienced in solving story questions on social arithmetic material. From the results of the study, it was shown that the students' mistakes in working on story problems on social arithmetic material were that students did not understand the problem because the social arithmetic material given was about story questions, errors in making mathematical models, namely: students made mistakes in operating the answers. on the questions, and errors in the process or steps of working on the questions, namely: writing down what is known and determining what is being asked. Therefore, the factors that often cause students to make mistakes are that there are still many students who do not understand the basic concepts, students are less thorough in understanding story questions, so students do not understand the concept of arithmetic operations well

ANALISIS KESULITAN SISWA SMP DALAM MENYELESAIKAN SOAL MATERI ARITMATIKA SOSIAL MELALUI PEMBELAJARAN DARING

The current situation is hit by the COVID-19 pandemic, so research is carried out through online learning on social arithmetic material with the aim of describing and knowing students' difficulties when working on questions. The data collection technique used Google forms and the research subjects were in class VIII H at SMPN 1 Nagreg, totaling 20 students. The method in this research is descriptive qualitative, the research instrument is a test of social arithmetic material in the form of 5 description questions. Factors that cause difficulties in working on social arithmetic problems, including: (1) in understanding the questions students have difficulty (2) students find it difficult to transform questions; and (3) students find it difficult to work on the questions. The results of this study obtained data that it is still difficult for students to solve social arithmetic problems. The percentage value of students' answers is mostly on the indicators determining gross, net and tare in the cognitive domain of C5 with a percentage of answers of 35% including the very low category

Analisis kesulitan siswa dalam menghadapi soal aritmatika sosial

The aim of this research is to provide an explanation of the various types of difficulties faced by students when working on social arithmetic story problems and to analyze their components. The method used to collect this information is descriptive method. The research subjects were students of Jenggawah Middle School class VIII J for the 2022/2023 academic year. The study was used to measure how difficult it was for students to solve word problems about social arithmetic material with two questions that corresponded to indicators of their understanding of mathematical concepts. After the data was collected, the researcher analyzed the results of working on arithmetic story questions that had been done by Jenggawah Middle School students in class VIII J. The research results showed that students often made mistakes in social arithmetic questions, especially students who did not understand the material, did not understand the questions, and difficulty in operating the formula