Elements of Mathematics Intervention Instrument Based on Learning Styles for Students with Learning Disabilities (IMGaP) using Fuzzy Delphi Analysis
Elemen Instrumen Intervensi Matematik Berasaskan Gaya Pembelajaran Murid Masalah Pembelajaran (IMGaP) Menggunakan Analisis Fuzzy Delphi
DOI:
https://doi.org/10.37134/jsml.vol10.2.3.2022Keywords:
Fuzzy Delphi, learning style, mathematics intervention instrument, student with learning disabilityAbstract
There is a need for a collective consideration among experts in special education to reach a mutual agreement when constructing an instrument to find a solution as expected. This study collected the perspectives of 10 special education experts to determine the elements for the Learning Styles-Based Mathematics Intervention Instrument for Students with Learning Disabilities (IMGaP) using the Fuzzy Delphi Analysis. The first round of FDM involved interviews with six experts to obtain extensive data based on the themes and sub-themes identified. The instrument determination table was constructed as a guideline to develop the IMGaP Fuzzy Delphi survey form. In the second round of the Fuzzy Delphi Method (FDM) study, the themes and sub-themes identified were used to develop the items in the IMGaP instrument survey. The IMGaP instrument was designed as a questionnaire with a 7-point Likert scale. There are 79 items from four dimensions. The findings showed all expert panels reached >75%, agreement and consensus, the threshold value of d≤0.2, and defuzzification (Amax) of >0.5, as prescribed. In this regard, the Fuzzy Delphi Method successfully interpreted the decisions made by expert panels based on priorities as guidelines and best practices. It has proved that the IMGaP implementation mechanism could determine the importance of considering learning styles as an important factor when conducting mathematics interventions for students with learning disabilities.
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