Learning mathematics outcomes using Android for blind students based on Newman's theory

Journal of Education and Learning (EduLearn)
Vol. 18, No. 3, August 2024, pp. 1056~1065
ISSN: 2089-9823 DOI: 10.11591/edulearn.v18i3.21454  1056
Journal homepage: http://edulearn.intelektual.org
Learning mathematics outcomes using Android for blind
students based on Newman's theory
Rina Agustina1
, Nurul Farida1
, Muhammad Irfan2
1
Department of Mathematics Education, Universitas Muhammadiyah Metro, Lampung, Indonesia
2
Department of Mathematics Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Article Info ABSTRACT
Article history:
Received Nov 8, 2023
Revised Jan 27, 2024
Accepted Feb 13, 2024
Blind students exclusively use braille materials for teaching math. Teaching
tools that assist blind students' motor and hearing nerves are essential for
learning. This study was to describe learning mathematics outcomes for
blind students after using teaching material for Android devices based on
Newman's theory. This research was a case study of blind students. Blind
junior high school students from special schools for visual impairment—
extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi,
and Madrasah Tsanawiyah with special education in Yogyakarta—
contributed to the study's subjects. The study employed questionnaires and
test questions as research instruments for both teachers and students. The
results of this study demonstrate that learning mathematics outcame blind
students' after using teaching material with Android apps based on
Newman's theory, specifically: i) reading errors: students can understand the
information in the questions; ii) comprehension errors: students do not write
down things that are known and asked; and iii) transformation errors:
students write down the mathematical model (formula) used; iv) skill errors:
students can do calculations correctly; and v) coding errors: students do not
write conclusions. The average score of the blind students’ results using
braille was higher than that of the Android application.
Keywords:
Android
Blind students
Learning outcomes
Mathematics
Newman’s theory
This is an open access article under the CC BY-SA license.
Corresponding Author:
Rina Agustina
Department of Mathematics Education, Faculty of Teacher Training and Education
Universitas Muhammadiyah Metro
Ki Hajar Dewantara No 116 Iringmulyo, 34111 Metro, Lampung, Indonesia
Email: aasyiqun1212@gmail.com
1. INTRODUCTION
Students with disabilities who want to learn at school need skill development programmes and
teacher support to become more independent. The programme offered necessitates both internal and external
school parties' participation [1]. Learning mathematics can aid kids in developing their problem-solving,
calculation, analysis, and comprehending skills. In order to enable pupils to develop their thinking skills,
mathematics instruction must be planned and organized [2]. This viewpoint shows that pupils must have the
capacity to reason in order to examine and solve mathematical difficulties. Students frequently take a passive
approach to learning mathematics. Due to the fact that each student has a distinct level of participation in the
learning process, the teacher can offer accommodations according to students’ condition [3]. The existence of
these differences in student abilities can cause differences in the difficulties obtained by students in learning
mathematics. In general, understanding the difficulties in the questions and altering the form of the
grammatical abstract that will be employed are the two challenges that students frequently face when
learning mathematics.

J Edu & Learn ISSN: 2089-9823 
Learning mathematics outcomes using Android for blind students based on Newman's theory (Rina Agustina)
1057
The problems that students encounter in solving math problems are: difficult to read text and
questions, misinterpret the problem, guess the answer to the problem, don't want to find a solution, and can't
interpret it in the form of symbols and formulas [4]. To be able to solve mathematical problems, students
must get used to practicing their analytical skills so that they can apply formulas and find solutions. Student
errors when given a mathematical problem are misunderstanding, transformation and process skills [5].
Children with unique needs, such as blind kids, experience challenges with math learning just as much as
regular students do. Blind students learn numbers and calculations in mathematics much like sighted students
do. The goal of math instruction for blind children is to enable them to master addition, subtraction,
multiplication, and division calculations as well as the concepts of size, distance, and number [6].
Demonstrate that children with limited eyesight also learn the same concepts and content as other students
when studying mathematics.
A unique instructional strategy that considers the conditions and traits of poor vision children is
required. Learning mathematics has traditionally relied solely on sight. Students with impaired vision may
become less motivated and interested in learning as a result. Learning compatibility that enables additional
sensory capacities is required [7]. Using instructional resources that include learning media is one of the
learning designs for blind pupils. The teacher employs a variety of materials to help students learn math,
including bricks, cubes, beads, an abacus, and other shapes. Students who are blind require extra time and
effort to comprehend mathematical ideas [8]. Blind students need a learning design that supports their motor
nerves. Blind students usually use braille textbooks according to their needs.
Building blocks for space are one of the elements used in mathematics education. Teachers
frequently struggle to explain the notion of spatial construction materials to blind students because they
cannot understand the contour of the environment being examined. The use of spatial media in braille
instructional materials is particularly beneficial for pupils and meets the demands of students with limited
vision. Students must be taught the geometry notion as it pertains to learning mathematics in a variety of
ways. The representation of the geometric shapes studied requires understanding and observation in order to
be understood by students [9]. Teachers need to be able to represent the geometry of the areas examined
using a variety of approaches or media. Because it supports their motor neurons, spatial form representation
is crucial for students with limited vision. Students who are blind require unique and engaging learning
resources. Students who are blind can still use their other senses, such as hearing and touch, in addition to
their ability to see. in order for teachers to utilise the senses of touch and hearing when using instructional
media [10].
In addition to using spatial media and braille instructional resources, educators also try to stay
current with technological advancements. The usage of spatial construction material applications that are
suitable for students with low eyesight is a sort of technical progress that may be used. It is simpler for blind
students to use their hearing to access information on smartphones. Students who are blind may already use
functions on smartphones [11]. Blind students may find it simpler to utilise smartphones for studying because
they use voice access, which is facilitated by features on smartphones. The advantages of the android include
i) the application is accessible and easy to use with easy-to-understand language and complete material, ii) it
makes it easier for students to learn independently because learning material is full audio, iii) it can attract
students' attention, and iv) it is easy to access anywhere and anytime [12].
The availability of educational tools with media capabilities can help teachers explain the idea of
creating space for pupils with low eyesight. A fascinating alternative to simply using braille teaching
materials is the usage of android in education. The talkback app accessible on smartphones substantially aids
blind students in using Android. One feature for reading text on a smartphone is talkback [13]. There is a
talkback application function on smartphones that can assist blind in using Android.
In this study, braille teaching materials with 3D shapes made from space-building materials were
used to teach mathematics to blind students. Students also utilise smartphones that have space construction
materials in them. Learning media using pictures is fun and exciting for disabilities students and makes it
easier to understand the material [14]. The students are then given problems to solve via 3D braille books and
smartphones. Teachers can better students' comprehension and abilities by analysing learning outcomes
errors to identify their causes [15]. It is important to examine learning outcomes to comprehend the errors
that students commit. Newman's theory will be used to examine these inaccuracies. Newman error analysis is
a straightforward diagnostic technique that includes the following: i) reading errors, which occur when
students are unable to comprehend the information in the questions; ii) Misunderstandings, which can happen
when students are unable to comprehend known and asked problems; iii) Transformation errors, which occur
when students make mistakes when converting problems into models (writing formulas); iv) Skill errors,
which occur when students perform algebraic calculations incorrectly despite using the right formula; and iv)
coding errors, when students cannot show the correct answers or are unable to write conclusions [16].
The novelty of this study is how it describes how blind students' learning results changed after using
Android-assisted teaching resources. Blind students now solely use braille instructional materials for

 ISSN: 2089-9823
J Edu & Learn, Vol. 18, No. 3, August 2024: 1056-1065
1058
mathematics lessons. As a result of earlier product advancements, it was discovered that android assistance
and 3D media for building components were included in braille instructional materials. According to
Newman's theory, this study intends to explain the five learning outcomes for mathematics that blind students
achieve after utilising android-assisted teaching materials, namely: i) reading, ii) comprehension, iii)
transformation, iv) skills, and v) encoding.
2. METHOD
2.1. Design
This research was case study of blind students, and the objective was to get a complete data of blind
students in mathematical learning. The information gathered for this study includes descriptive information
about learning mathematics outcomes blind students after using teaching material for android devices based
on Newman's theory. On the basis of Newman's theory, the study's findings will be examined and presented.
2.2. Subject of the research
The subject of this research was 4 blind students of special schools for visual impairment
extraordinary schools in Bandar Lampung, 5 blind students of extraordinary schools in Cimahi, and 4 blind
studnets of Madrasah Tsanawiyah with special education in Yogyakarta. The selection of research subjects
was carried out using the consideration of students who could use braille and smartphone teaching materials.
The research subjects used were 4 junior high school students at extraordinary schools in Bandar Lampung,
5 students at extraordinary schools in Cimahi and 4 students at of Madrasah Tsanawiyah with special
education in Yogyakarta. Purposive sampling was the method employed for subject selection. The choice of
research participants was made with consideration towards teachers of pupils with low eyesight.
2.3. Instrument
The instrument used is a questionnaire on the use of mathematics teaching materials for spatial
construction, a questionnaire on the use of android applications, and test questions. In the process of filling
out the blind student questionnaire, the teacher is assisted by reading each question. Each grade given by the
blind student is then written down by the teacher on the student's sheet.
There are 2 instruments in this research, namely a questionnaire and mathematics questions on
braille teaching materials and an Android application. Questionnaire used to assess the use of braille teaching
materials and Android applications in mathematics learning. Filling out this questionnaire is carried out by
students with the help of the teacher.
2.4. Data collecting technique
In this work, braille teaching materials with 3D spatial media and android assistance are used to
teach building materials. The following data collection methods using Chose blind student for to be subyek
research in junior high school at extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi,
and Madrasah Tsanawiyah with special education in Yogyakarta. Then, Using braille instructional material
with android apps in learning mathematics. In learning, students were asekd to solve problem the exam
questions on the instructional materials with Android apps. After the process of finishing the task, there were
an information and analyze from the questionnaire student and teacher. Moreover, analyze learning
mathematics outcame after using braille material teaching with android apps based on Newman's theory.
2.5. Analysis technique and data validity
The qualitative method lacks systematic criteria that are consistent and standardised. Analytical
approaches, such as data collection, documentation, analysis, and interpretation, can be used to improve the
reliability of the obtained data [17]. In this study, tables and descriptions of the student learning outcomes
based on Newman's theory were utilised as documentation and interpretation strategies for the qualitative
data analysis. Source triangulation with the following steps is the data validity technique employed in this
study: i) examine the information obtained from written tests and student interviews at the extraordinary
schools in Bandar Lampung, ii) examine information from written exams and interviews with extraordinary
schools in Cimahi students, iii) examine information from written exams and student interviews at Madrasah
Tsanawiyah with special education in Yogyakarta, and iv) verifying the information from the analysis.
3. RESULTS AND DISCUSSION
The implementation of blind students' mathematics learning using android teaching materials was
carried out in 3 schools. This implementation is applied at extraordinary schools in Bandar Lampung,

1059
extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta. Learning
activities take place differently in each school. This happened due to the COVID-19 pandemic conditions that
occurred in each region. For extraordinary schools in Bandar Lampung and extraordinary schools in Cimahi,
learning can take place face-to-face in limited schools. Meanwhile, for Madrasah Tsanawiyah with special
education in Yogyakarta, learning cannot be carried out in schools so teachers must visit students one by one.
For working on the test questions, blind students completed using Braille. The results of this braille work
were then converted to alert by field workers. This version of the answer sheet is used as research document
data to analyze the learning outcomes of blind students based on Newman's theory.
On September 6, 2021, the extraordinary schools in Bandar Lampung began classes. Three days of
learning activities with the use of exam questions were conducted using Android teaching resources. At the
end of the activity, we gave surveys to teachers and students with low vision. One field worker received
assistance while completing the questionnaire for blind students. Students explained that they would
understand the material less if they only used braille books. Figure 1 illustrates this explanation clearly.
Figure 1 illustrates how well students can follow instructions and respond to questions after using
Android instructional materials. Using the Android application, scores of 76 and 84 were acquired after
answering the questions from the teaching materials. There is an increase in the average score of students
after using Android for learning. The average value of blind students after using the Android application can
be seen in Table 1. The value of utilizing Android teaching resources for blind students at extraordinary
schools in Bandar Lampung.
Table 1 shows that using Android teaching materials results in good grades for students. Blind
students continued to make mistakes while working on the test questions. In Bandar Lampung's extraordinary
schools, we observed blind students making errors during the transformation stages of information into
mathematical models. Students can also make mistakes in the calculation process (skill stage). These results
can be seen in Figure 2, which is an example of the work done by extraordinary schools in Bandar Lampung.
At extraordinary schools in Bandar Lampung, there were four research subjects blind students. From
the results of the data analysis, it is evident that there are differences in student learning outcomes based on
Newman's theory. According to Newman's theory, blind students at extraordinary schools in Bandar
Lampung achieve the following learning outcomes: i) They can read information on questions clearly; ii)
They can write down what is known and asked; iii) They are unable to write mathematical formulas or
models; iv) They are unable to perform algebraic calculations correctly; and v) They are unable to write
conclusions clearly. The results of this analysis can be seen in Table 2. Student learning results at
extraordinary schools in Bandar Lampung based on Newman's theory.
At extraordinary schools in Cimahi, West Java, the second data collection activity was completed.
On September 8, 2021, a learning session employing teaching aids for androids kicked off this activity. Five
junior high school-aged blind students participated in this activity in a limited face-to-face school. The
average value utilising teaching materials is 76, and the average value using the Android application is 72,
according to the test question findings. The average score for blind students at extraordinary schools in
Cimahi is shown in Table 3.
Translation: Students do not understand the material when reading braille books, but after using braille
that contains three-dimensional planes, they understand enough and can answer questions well.
Figure 1. Sample of blind student questionnaire results
Table 1. The value of blind students at extraordinary schools in Bandar Lampung
No. Name Learning outcomesteaching materials Learning outcomes Android apps
1. S1 75 80
2. S2 70 80
3. S3 80 90
4. S4 80 85
Average score 76 84

 ISSN: 2089-9823
1060
Translation:
1. Known:
𝑟 = 3 𝑐𝑚
𝑡 = 7 𝑐𝑚
Answer:
2 × (3.14 × 3) × (3 + 7) = 18 × 10 = 180
So, area of tube is 180 cm
Figure 2. Sample answer sheet for blind students at extraordinary schools in Bandar Lampung
(transformation and skill)
Table 2. Learning outcomes of blind students at extraordinary schools in Bandar Lampung based on
Newman's theory
No. Student
Newman theory
Reading Comprehension Transformation Skill Encoding
1. S1 Able to
understand
information
Able to write things
known and requested
but not fully
Students do not write
mathematical
formulas/models
Unable to do exact
algebraic calculations
with correct formulas.
Unable to
write a
conclusion
2. S2 Able to
understand
information
known and requested
mathematical
formulas/models
Unable to do exact
Unable to
write a
conclusion
3. S3 Able to
understand
information
known and requested
but not fully
mathematical
formulas/models
Unable to do exact
Unable to
write a
conclusion
4. S4 Able to
understand
information
known but not write
requested
mathematical
formulas/models
Unable to do exact
Unable to
write a
conclusion
Table 3. Recapitulation of the average scores of blind students at extraordinary schools in Cimahi
No. Name Average score of teching material Average score of Andoid apps
1. S5 90 85
2. S6 90 85
3. S7 70 70
4. S8 80 70
5. S9 50 50
Average score 76 72
In extraordinary schools Cimahi, blind students made mistakes in understanding the information in
the problem (comprehension). This results in students being unable to change the information in the problem
into a correct mathematical model (transformation). This transformation stage error results in students not
being able to write the correct answer to the problem given. This explanation can be seen in Figure 3. Sample
answer sheet for blind students at extraordinary schools in Cimahi (comprehension, transformation, and
encoding).
At extraordinary schools in Cimahi, there were 5 research subjects were blind students. From the
results of data analysis, it can be seen that in general students do not make mistakes at the reading stage.
Students do not write down the information they know and ask when solving problems. Students also make
mistakes at the encoding stage because they cannot write the correct answer. It can be concluded that the
learning outcomes of blind students at extraordinary schools in Cimahi are based on Newman's theory,
namely: i) students can understand information on questions, ii) students cannot write things that are known
and asked, iii) students write mathematical models (formulas) that are used, and iv) can do calculations
correctly (but are less systematic and imprecise). The results of the data analysis can be seen in Table 4
learning outcomes of blind students at extraordinary schools in Cimahi based on Newman's theory.

1061
The third place of research was conducted at Madrasah Tsanawiyah with special education in
Yogyakarta. This data collection was carried out on September 10, 2021. Data collection was carried out by
the teacher by visiting 4 students at their respective homes. This is due to the COVID-19 pandemic
conditions in local areas which are still quite high. Before working on the existing questions, blind students
are first given learning using 3D teaching materials assisted by Android. From the results of using android-
assisted teaching materials, data on the learning outcomes of blind students at Madrasah Tsanawiyah with
special education in Yogyakarta were obtained. demonstrates that using educational materials has a better
value than using the Android application does. Utilizing instructional materials has an average rating of 90.
While utilising an Android application has an average value of 88.75. Table 5 shown the average score of
blind students.
At Madrasah Tsanawiyah with special education in Yogyakarta, students were not able to write
down the information on the questions. In this case, students make errors at the comprehension stage.
Students also cannot write conclusions from the answers they have obtained (stage encoding). These result th
sample answers of blind students at Madrasah Tsanawiyah with special education in Yogyakarta can be seen
at Figure 4. From the answers of 4 blind students, a mathematical error analysis was carried out based on
Newman's theory. In general, students can understand the information in the questions but not write it down.
Students also do not write conclusions, in this case the encoding stage error. At Madrasah Tsanawiyah with
special education Yogyakarta, the mistakes of blind students based on Newman's theory are: i) students can
understand the information in the questions, ii) students do not write down what they know and are asked, iii)
students read the mathematical models (formula) used and some not writing down the formula, iv) being able
to do calculations correctly, and v) students not writing down their conclusions. The results of data analysis
at Madrasah Tsanawiyah with special education Yogyakarta can be seen in Table 6.
Figure 3. Sample answer sheet for blind students at extraordinary schools in Cimahi (comprehension,
transformation, and encoding)
Table 4. Learning outcomes of blind students at extraordinary schools in Cimahi based on Newman's theory
No Student
Newman's theory
1. S5 Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
Able to do exact algebraic
calculations with correct
formulas but not systematic.
Unable to write a
conclusion
2. S6 Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
Unable to write a
conclusion
3. S7 Able to
understand
information
Unable to write
things known
and requested
Students do not
write mathematical
formulas/models
formulas.
Unable to write a
conclusion
4. S8 Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
Unable to write a
conclusion
5. S9 Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
Unable to write a
conclusion
Table 5. Average score of blind students at Madrasah Tsanawiyah with special education in Yogyakarta
No. Name Average score of teaching metrials Average score of Android apps
1. S10 90 85
2. S11 90 90
3. S12 90 90
4. S13 90 90
Average score 90 88.75

 ISSN: 2089-9823
1062
Translation:
6. Area of beam:
= 2 × (𝑝𝑙 + 𝑙𝑡 + 𝑝𝑡)
= 2(10 × 5 + 5 × 6 + 10 × 6)
= 2 × 140
= 280 (𝐶)
8. Volume of beam:
= 𝑝 × 𝑙 × 𝑡
= 28 × 1 × 12
= 4704 (𝐶)
Figure 4. Sample answers of blind students at Madrasah Tsanawiyah with special education in Yogyakarta
(comprehension and encoding)
Table 6. Learning outcomes of blind students at Madrasah Tsanawiyah with special education in Yogyakarta
based on Newman's theory
No Student
Newman's theory
1. S10 Able to understand
information
Unable to write
things known and
requested
Able to write
mathematical
formulas/models
Able to do exact
Unable to write a
conclusion
information
Unable to write
things known and
requested
Able to write
mathematical
formulas/models
Able to do exact
Unable to write a
conclusion
information
Unable to write
things known and
requested
mathematical
formulas/models
Able to do exact
Unable to write a
conclusion
information
Unable to write
things known and
requested
mathematical
formulas/models
Able to do exact
Unable to write a
conclusion
After analyzing data from extraordinary schools in Bandar Lampung, Cimahi, and Madrasah
Tsanawiyah with special education Yogyakarta, we can see the types of errors made by blind students using
Newman's theory. These types of errors can lead to new discoveries, such as information about blind
students' errors when solving mathematical problems. According to Newman's theory, the learning outcomes
of blind students after using Android-assisted 3D teaching materials are as follows: i) reading errors: students
understand the information in the questions; ii) misunderstandings: students do not write down what is
known and asked for; iii) transformation errors: students write down the mathematical model (formula) used;
iv) skill errors: students can perform calculations correctly; and v) coding errors: students do not write
conclusions. Table 7 shows the mathematics learning outcomes of students who used android teaching
materials based on Newman's theory.
Blind students can effectively use Android math teaching resources, and solving arithmetic
problems is made simpler. According to the results of student surveys, students feel highly positive about
their involvement in the learning process when using Android-assisted 3D mathematics teaching resources.
Students' curiosity might be piqued by utilising media from Android applications for learning. Additionally,
employing these media for studying is practical and convenient. Students can learn more easily using this
portable Android application media [18]. Student learning outcomes after using android teaching materials.
Students become more interested in learning by using media-assisted android applications. In addition, this
can also be seen from the learning outcomes obtained by students from three places, namely extraordinary
schools in Bandar Lampung, extraordinary schools in Cimahi and Madrasah Tsanawiyah with special
education in Yogyakarta. All students from the three schools received good average scores.

1063
Table 7. Learning outcomes of blind students based on Newman's theory
No. School
Newman's Theory
1. SLBA in
Bandar
Lampung
Able to
understand
information
Able to write
things known
and requested
Students do not
write
mathematical
formulas/models
Unable to do exact algebraic
formulas.
Unable to write a
conclusion
2. SLBA in
Cimahi
Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
formulas.
Unable to write a
conclusion
3. MTsLB in
Yogyakarta
Able to
understand
information
Unable to write
things known
and requested
Able to write
mathematical
formulas/models
formulas.
Unable to write a
conclusion
The use of interactive multimedia when learning mathematics can help students gain a better understanding.
The use of interactive multimedia can help students improve their understanding [19]. Android assists with
learning through the use of interactive multimedia. Good learning outcomes for blind students at
extraordinary schools in Bandar Lampung, Cimahi, and Madrasah Tsanawiyah with special education in
Yogyakarta are supported by research results from Nurmawati et al. [19], who found that the use of
multimedia can improve students' understanding of mathematics. The use of Android apps as learning tools
can help blind students understand more [20]. To improve comprehension, blind students must use audio-
enabled applications. The study's findings also revealed that blind students became more aware of building
materials after being taught with Android materials.
The learning outcomes for poor vision students at extraordinary schools in Bandar Lampung still
contain transformation, skill, and encoding faults. Blind children are typically unable to write the formula
needed to answer the questions. Although they can read and comprehend the offered trigonometry problems,
the pupils are unable to solve the target problem because they cannot locate the right formula [21]. With
indicators able to convert problems into equivalent equations to discover solutions, pupils have not yet
mastered the transformation stage [22]. When attempting to solve the given mathematical problems, students
commonly make the following mistakes: i) failing to translate the questions into simple terms; ii) Attempting
to turn the problem into a mathematical formula; iii) Performing calculations; iv) Manipulating algebra; and
v) writing conclusions from solutions [23]. There are similarities with errors that occur in blind students at
extraordinary schools in Bandar Lampung, namely transformation and skill errors. Students do not write
mathematical formulas/models from the information on the questions.
The miscalculation may cause correct calculation errors. Students who don't write down formulas
and mathematical models make more algebraic mistakes. A calculation error prevents students from encoding
accurately. Students cannot make accurate inferences. Bandar Lampung's exceptional schools had no reading
errors or misunderstandings. Students can write down their knowledge and ask questions after learning the
facts. The impact of Newman's theory-based android math teaching materials at Cimahi's top schools on
reading errors. Students comprehend the questions. Despite understanding, students don't write down what
they know or ask. This can happen if students aren't used to systematic math problem solving. Student math
errors include reading and comprehension. Students often draw incorrect information on the problem,
misinterpreting it [24]. Students don't use all the information to solve problems. Students also lack experience
writing conclusions [25]. Students make understanding errors, like blind students at Cimahi's extraordinary
schools. Students use the transformation error indicator correctly. Students can write the proper formula. This
good transformation ability helps students calculate correctly. Students no longer make formula errors when
calculating. Blind students at this exceptional school in Cimahi write formulas and calculate correctly, but
they don't write conclusions. Writing this conclusion is crucial because students can verify their answers.
A mistake occurred in the category of comprehending and encoding errors at Madrasah Tsanawiyah
with special education in Yogyakarta as a result of using Android-assisted 3D mathematics teaching
materials based on Newman’s theory. Students do not write items that are known and are questioned in the
questions when they fall into the category of misunderstanding. Even when there are no reading errors,
students struggle to write down what is known and what is being asked in the questions. Students who forget
or rush through the questions risk misunderstanding. While errors in the final answer's writing prevent
students from making inferences [26]. There are similarities between the mistakes made by blind students at
Madrasah Tsanawiyah with special education in Yogyakarta, namely errors in understanding and encoding.
Writing down what is known and asked on the question can help students double-check the accuracy of the
answers they receive. This misunderstanding is also directly proportional to the number of encoding errors.
Students often forget to write a complete conclusion after completing the assigned math problems. However,
students make mistakes during the skill process, resulting in incorrect results [27]. Some students make skill
errors when solving the questions. Two of the four blind students at Madrasah Tsanawiyah with special

 ISSN: 2089-9823
1064
education in Yogyakarta were able to perform well on calculations, while the other two made mistakes in
their singing abilities. Students make no mistakes when it comes to transformation errors. In other words,
students can accurately write the formula they used. In addition, students do not make mistakes during the
skill stage. This is because students can perform correct calculations.
4. CONCLUSION
The aim of this research is to describe the mathematics learning outcomes of blind students using
Android based on Newman's theory. Based on the results and discussion, it can be concluded that the results of
this study demonstrate that learning mathematics outcame blind students' after using teaching material with
android apps based on Newman's theory, specifically: i) reading errors: students can understand the information
in the questions, ii) understanding error: students do not write things that are known and asked, iii)
transformation errors: students write down the mathematical model (formula) used, iv) skill errors: can do
calculations correctly, and v) encoding errors: students do not write conclusions. The average value of learning
outcomes for blind students using braille teaching materials is still higher than using android applications.
ACKNOWLEDGEMENTS
We would like to thank the Institute for Research and Community Service Muhammadiyah University
of Metro, extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi West Java, and
Madrasah Tsanawiyah with special education in Yogyakarta who have assisted researchers in implementing
this research program.
REFERENCES
[1] W. M. Wijaya and L. S. Syarifah, “The management of life skills program for students with disabilities,” International Journal of
Evaluation and Research in Education (IJERE), vol. 11, no. 2, p. 532, Jun. 2022, doi: 10.11591/ijere.v11i2.22192.
[2] F. Fitriati, R. Novita, and R. Johar, “Exploring the usefulness of rich mathematical tasks to enhance students’ reflective thinking,”
Jurnal Cakrawala Pendidikan, vol. 39, no. 2, pp. 346–358, Jun. 2020, doi: 10.21831/cp.v39i2.24047.
[3] H. D. Putra, W. Setiawan, and M. Afrilianto, “Indonesian high scholar difficulties in learning mathematics,” International Journal
of Scientific and Technology Research, vol. 9, no. 1, pp. 3466–3471, 2020.
[4] M. R. Novriani and E. Surya, “Analysis of student difficulties in mathematics problem solving ability at MTs swasta IRA
Medan,” International Journal of Sciences: Basic and Applied Research (IJSBAR), vol. 33, no. 3, pp. 63–75, 2017.
[5] S. W. D. Pomalato, L. Ili, B. A. Ningsi, F. Fadhilaturrahmi, A. T. Hasibuan, and K. H. Primayana, “Student error analysis in
solving mathematical problems,” Universal Journal of Educational Research, vol. 8, no. 11, pp. 5183–5187, Oct. 2020, doi:
10.13189/ujer.2020.081118.
[6] K. Aljundi and B. Altakhayneh, “Obstacles to blind students’ learning maths in jordan from students’ and teachers’ perspectives,”
International Education Studies, vol. 13, no. 8, p. 1, Jul. 2020, doi: 10.5539/ies.v13n8p1.
[7] T. R. Duarte, L. C. Tederixe, T. M. M. Pinho, C. M. C. Delou, E. M. Fernandes, and N. R. W. Lima, “Braille material production
for special education teachers,” Creative Education, vol. 11, no. 05, pp. 652–673, 2020, doi: 10.4236/ce.2020.115049.
[8] M. Z. Iqbal, H. Noor, M. H. Nadeem, T. Javed, and J. A. Shams, “Problems in learning of mathematics : a case of visually
impaired students,” Ilkogretim Online - Elementary Education Online, vol. 19, no. 4, pp. 5100–5106, 2020, doi:
10.17051/ilkonline.2020.04.764918.
[9] C. Skoumpourdi, “Different modes of communicating geometric shapes, through a game, in kindergarten,” International Journal
for Mathematics Teaching and Learning, vol. 17, no. 2, Sep. 2016, doi: 10.4256/ijmtl.v17i2.16.
[10] S. S. Igirisa, Y. Fuad, and S. Ismail, “Development of braille number card as learning media on integer materials for blind
students,” International Journal for Educational and Vocational Studies, vol. 1, no. 4, pp. 268–272, Jul. 2019, doi:
10.29103/ijevs.v1i4.1604.
[11] N. Azmi, D. Maryono, and R. A. Yuana, “Development of an Android-based Learning media application for visually impaired
students,” IJIE (Indonesian Journal of Informatics Education), vol. 1, no. 1, p. 61, Jun. 2017, doi: 10.20961/ijie.v1i1.11796.
[12] R. Agustina and N. Farida, “Android application testing analysis on students with low vision in three-dimensional figures,” in AIP
Conference Proceedings, 2023, p. 060006. doi: 10.1063/5.0123832.
[13] N. E. Susilowati, I. Syafi’i, A. Aftina, A. Syahrul, D. P. Nogroho, and S. Bitari, “The development of an android-based dictionary
for blind,” International Journal of Interactive Mobile Technologies (iJIM), vol. 14, no. 11, p. 76, Jul. 2020, doi:
10.3991/ijim.v14i11.13875.
[14] A. Ningrum, Y. Astuti, B. Kusumaningrum, and S. A. Widodo, “The creativity of mentally retarded students in solving plane
problems with image media,” Formatif:Jurnal Ilmiah Pendidikan MIPA, vol. 13, no. 148, pp. 151–166, 2023, doi:
http://dx.doi.org/10.30998/formatif.v13i2.16177.
[15] U. K. Muttaqi, Kartono, and N. K. Dwidayanti, “Diagnostic analysis of newman’s types of students’ error in finishing questions
of mathematical problem solving,” Unnes Journal of Mathematics Education Research, vol. 10, no. 1, pp. 32–40, 2021.
[16] E. Siskawati, Zaenuri, and Wardono, “Analysis of students’ error in solving math problem-solving problem based on Newman
Error Analysis (NEA),” Journal of Physics: Conference Series, vol. 1918, no. 4, p. 042108, Jun. 2021, doi: 10.1088/1742-
6596/1918/4/042108.
[17] B. F. Akinyode and T. H. Khan, “Step by step approach for qualitative data analysis,” International Journal of Built Environment
and Sustainability, vol. 5, no. 3, pp. 163–174, Sep. 2018, doi: 10.11113/ijbes.v5.n3.267.
[18] K. Said, A. Kurniawan, and O. Anton, “Development of media-based learning using android mobile learning,” Journal of
Theoretical and Applied Information Technology, vol. 96, no. 3, pp. 668–676, 2018.

1065
[19] N. Nurmawati, L. R. Masduki, E. Prayitno, and M. Y. R. Dartani, “The implementation of interactive multimedia in improving
mathematics learning outcomes,” ETERNAL (English Teaching Journal), vol. 11, no. 2, pp. 101–107, Dec. 2020, doi:
10.26877/eternal.v11i2.7567.
[20] A. C. Sari, A. M. Fadillah, J. Jonathan, and M. R. D. Prabowo, “Interactive gamification learning media application for blind
children using Android smartphone in Indonesia,” Procedia Computer Science, vol. 157, pp. 589–595, 2019, doi:
10.1016/j.procs.2019.09.018.
[21] K. Saleh, I. Yuwono, A. R. As’ari, and C. Sa’dijah, “Errors analysis solving problems analogies by Newman procedure using
analogical reasoning,” International Journal of Humanities and Social Sciences, vol. 9, no. 1, pp. 17–26, 2017.
[22] A. Agoestanto, Y. L. Sukestiyarno, I. Isnarto, R. Rochmad, and M. D. Lestari, “The position and causes of students errors in
algebraic thinking based on cognitive style,” International Journal of Instruction, vol. 12, no. 1, pp. 1431–1444, Jan. 2019, doi:
10.29333/iji.2019.12191a.
[23] S. Rukmana Yus, S. Syafari, and A. Minarni, “Analysis of students failure in mathematical problem solving based on newman
procedure at middle secondary school 3 aceh tamiang district,” American Journal of Educational Research, vol. 7, no. 11, pp.
888–892, Nov. 2019, doi: 10.12691/education-7-11-20.
[24] T. M. Anugrah and T. A. Kusmayadi, “An error analysis: problem solving of the maximum and minimum derivative values with
Newman’s error analysis,” Journal of Mathematics and Mathematics Education, vol. 9, no. 1, p. 44, Jun. 2019, doi:
10.20961/jmme.v9i1.48288.
[25] N. S. Wahyuni and E. Widayanti, “Students’ errors analysis in finishing a problem solving test based on newman procedures in
trigonometry materials,” IndoMath: Indonesia Mathematics Education, vol. 3, no. 2, p. 78, Jul. 2020, doi:
10.30738/indomath.v3i2.7213.
[26] J. Yunus, B. Zaura, and Y. Yuhasriati, “Analysis of students error according to newman in solving mathematics problems of
algebra in the form of story in second grade of SMPN 1 Banda Aceh,” Jurnal Geuthèë: Penelitian Multidisiplin, vol. 2, no. 2, p.
308, Oct. 2019, doi: 10.52626/jg.v2i2.63.
[27] S. Noutsara, T. Neunjhem, and W. Chemrutsame, “Mistakes in mathematics problems solving based on Newman’s error analysis
on set materials,” Journal La Edusci, vol. 2, no. 1, pp. 20–27, Jun. 2021, doi: 10.37899/journallaedusci.v2i1.367.
BIOGRAPHIES OF AUTHORS
Rina Agustina is a lecturer in Mathematics Education at the Faculty of Teacher
Training and Education at Muhammadiyah University of Metro in 2013. She graduated from
the master of mathematics education at Sebelas Maret University in 2011. She has expertise in
the field of teaching geometry and analysis. She has been conducting research since 2017
focused on developing teaching materials and applications. She can be contacted at email:
aasyiqun1212@gmail.com.
Nurul Farida is a lecturer in Mathematics Education at the Faculty of Teacher
Training and Education at Muhammadiyah University of Metro in 2013. She graduated from
the master of mathematics education at Sebelas Maret University in 2011. Her expertise is in
teaching algebra. She has been conducting research since 2017 in the focus of developing
teaching materials and applications. She can be contacted at email: nurulfaridath@gmail.com.
Muhammad Irfan is a lecturer in Mathematics Education, Universitas Negeri
Yogyakarta. Obtained a bachelor of science degree in the Mathematics Study program at
Universitas Negeri Yogyakarta in 2010. Then he continued his master's degree in the
Mathematics Education Study Program at Sebelas Maret University and graduated in 2013. In
2020, he completed a doctorate at the Mathematics Education study program at the Universitas
Negeri Malang. The fields of study studied are technology in mathematics learning,
mathematical problem solving, and ethnomathematics. He was once a teacher at SMAIT Abu
Bakar, a lecturer at Universitas Sarjanawiyata Tamansiswa and in 2023 he will become a
lecturer at Universitas Negeri Yogyakarta. He can be contacted at email: irvahn@gmail.com.

Learning mathematics outcomes using Android for blind students based on Newman's theory

More Related Content

Similar to Learning mathematics outcomes using Android for blind students based on Newman's theory (20)

More from Journal of Education and Learning (EduLearn) (20)

Recently uploaded (20)

Learning mathematics outcomes using Android for blind students based on Newman's theory