Hambatan kognitif peserta didik berkebutuhan khusus dalam menyelesaikan soal bilangan berpangkat
DOI:
https://doi.org/10.21274/jtm.2026.9.1.141-150Keywords:
cognitive obstacles, Autism Spectrum Disorder, exponentsAbstract
Students with special needs, particularly those with Autism Spectrum Disorder (ASD), possess distinct cognitive characteristics that can influence the processes of understanding and solving mathematical problems. However, there has been limited in-depth research regarding the cognitive obstacles faced by ASD students when solving math problems, specifically those involving exponents. Therefore, this article aims to describe the cognitive obstacles encountered by students with special needs when solving problems related to exponents. This study employed a qualitative case study approach conducted at SMA Muhammadiyah 1 Malang, involving two Grade XI students with ASD. Data were collected using a test on exponents and interview guidelines. Data validity was ensured through technique triangulation, and data analysis involved data reduction, data presentation, and conclusion drawing. The results revealed that subject SAM exhibited three types of cognitive obstacles. Regarding intuitive obstacles, SAM tended to rely on spontaneous guesses rather than following correct mathematical procedures. Obstacles in generalization were evident when SAM applied irrelevant procedures and failed to grasp the meaning of variable substitution within a function. Meanwhile, natural language obstacles were observed in SAM's errors in interpreting mathematical symbols. In contrast, subject STR demonstrated a single cognitive obstacle—specifically, an erroneous intuitive obstacle—manifested by a tendency to provide answers based on personal experience without performing the appropriate mathematical calculations.
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