Engaging Minds, Fostering Behaviour: Interactive Mathematics Comic With Proton-Electron Media For Special Needs Students

Abstract

Special needs students often face challenges in understanding mathematical concepts, which can impact both their learning outcomes and behavioural engagement. Incorporating interactive e-comics with proton-electron media may not only enhance their conceptual understanding but also influence their conceptual understanding of behaviour in mathematics. This study investigates whether using e-comics with proton-electron media improves the mathematics conceptual understanding of special needs students. Additionally, it examines their behaviour in solving mathematical conceptual tests. The sample was selected from public and private schools with similar student characteristics. Two students from each category—deaf, autistic, and intellectual disabilities—were selected based on their teachers' recommendations, ensuring they had similar abilities. A case study design was employed, using test questions and behaviour rubrics to assess conceptual understanding and behavioural patterns. Descriptive analysis was applied to compare students' behaviour before and after treatment. The findings indicate that students' mathematical understanding and behaviour vary significantly, making generalization difficult. While no changes in behavioural categories were observed across disabilities, an improvement in conceptual understanding was noted. Furthermore, the study identifies an additional behaviour pattern, semi-instrumentalist understanding behaviour, expanding on the findings of previous studies. These findings suggest that interactive e-comics with proton-electron media can be a valuable tool for enhancing the conceptual understanding of special needs students while offering educators insights into students' behavioural responses during learning.