Habits of Mathematics Teachers Regarding The Use of Books First Year Learning Problems Text Special Education in Primary School

Abstract

This study aims to discuss the habits of teachers Metamatik on the use of Mathematics textbooks learning problems Year One special education in teaching and learning in the classroom. The habits of teachers in this study is seen through two aspects, namely the frequency and effectiveness of the content on the use of Mathematics textbooks learning problems in primary schools. Criteria in selected aspects underpin the Ornstein & Hunkins (1998) model. This study uses survey methods to obtain data related to the attitude of Mathematics teachers towards the use of Mathematics textbooks learning problems in the integration Special Education Program (PPKI). The teacher's habit discussed is about the sincerity of the teacher to apply the use of Mathematics textbooks through the two aspects discussed during the learning activities carried out according to the Special Education Primary School Standard document (DSKPPK) revision year one 2017. The implication of this study is that it can reveal to teachers the progress of the effective use of learning problem Mathematics textbooks (BTMMP) in the classroom and give a positive attitude to teachers, especially in mastering the use of BTMMP in a quality manner.