Designing Individualized Learning Programs for Mathematics Addition Operations in SPPI: A Case Study of Fourth-Grade Students with Mild Intellectual Disabilities

Indah Hayati; Eka Yuli Astuti; Muhammad Aditya Firdaus

doi:10.55227/ijhess.v5i3.1968

Authors

Indah Hayati Universitas Islam Nusantara
Eka Yuli Astuti Universitas Islam Nusantara
Muhammad Aditya Firdaus Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.55227/ijhess.v5i3.1968

Keywords:

Individualized Learning Program, Mathematics Instruction, Mild Intellectual Disability, Inclusive Education, Addition Skills

Abstract

This study aims to develop and implement an Individualized Learning Program focused on addition operations in mathematics for fourth-grade students with mild intellectual disabilities in an inclusive school (SPPI). The background of the study stems from the limited availability of subject-specific PPIs and the ongoing challenges faced by teachers in designing appropriate instructional strategies for students with cognitive impairments. Using a qualitative case study design, data were collected through interviews, observations, and document analysis at SDN Karawaci 5, Kota Tangerang. The findings reveal that effective PPI implementation requires comprehensive diagnostic assessment, clear and measurable learning goals, adaptive instructional methods, personalized learning media, continuous formative evaluation, and strong collaboration with parents and specialists. The study concludes that a well-structured and contextually grounded PPI significantly enhances mathematical learning outcomes and supports inclusive education practices. This research contributes to both practical and theoretical advancements in individualized instruction for students with intellectual disabilities in inclusive classroom settings.

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