Implementing Number Card Media to Teach Natural Number Symbols for Students with Mild Intellectual Disabilities: A Case Study in Special Schools

Rustiyanah Rustiyanah; Teti Ratnawulan; Muhammad Aditya Firdaus

doi:10.55227/ijhess.v5i3.1991

Authors

Rustiyanah Rustiyanah Universitas Islam Nusantara
Teti Ratnawulan Universitas Islam Nusantara
Muhammad Aditya Firdaus Islamic Education Doctoral Program, Postgraduate UIN Sunan Gunung Djati Bandung, Indonesia

DOI:

https://doi.org/10.55227/ijhess.v5i3.1991

Keywords:

number card media, natural number symbols, intellectual disabilities, qualitative case study, special education

Abstract

This study explores the implementation of number card media in teaching natural number symbols to students with mild intellectual disabilities in two special schools in Indonesia. Using a qualitative descriptive case study design, data were collected through interviews, classroom observations, and document analysis, and analyzed with the Miles–Huberman–Saldaña interactive model. The findings show that the use of number card media was integrated into three key stages of instruction. In the planning stage, teachers prepared lesson objectives, learning activities, and concrete number cards tailored to students’ cognitive characteristics. During classroom implementation, number cards were used in demonstrations, guided practice, and independent activities, which significantly enhanced student engagement, motivation, and comprehension, despite occasional challenges in sustaining attention. Evaluation was conducted continuously and authentically through oral questioning, performance tasks, and observation, although documentation remained relatively simple and unsystematic. The study concludes that number card media are effective in bridging abstract mathematical concepts with the limited cognitive abilities of students with mild intellectual disabilities, but their optimal use requires structured planning, systematic evaluation, and institutional support.

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