Keefektifan penggunaan strategi inkuiri terbimbing terhadap kemampuan menyelesaikan soal cerita pecahan pada Siswa Diskalkulia Kelas IVDI SD Negeri 10 Bandar Buat Kecamatan Lubuk Kilangan Kota Padang

This study aims to determine the effectiveness of guided inquiry strategies on the ability to solve fraction word problems in fourth grade students with dyscalculia at SD Negeri 10 Bandar Create. The type of research used is quasi-experimental, using a one-group pre- and post-test design. The research subject was one fourth-grade dyscalculia student at SD Inclusion Negeri 10 Bandar Create. Data collection was carried out using learning achievement tests and observations. Data analysis of learning outcomes test and observation data using quantitative descriptive statistical analysis The results showed that the guided inquiry strategy was effective in improving the ability of class IV dyscalculia students at SD Inclusion Negeri 10 Bandar Create to solve fraction word problems.This is evidenced by an increase of 28% in pre-test to post-test scores and an increase in conscientious, diligent, and active behavior, as well as the ability to solve word problems during three learning meetings. Subjects were able to work on fractional word problems in a coherent manner, starting from finding the thing being asked, looking for essential information from the narrative of the questions, choosing fraction arithmetic operations, composing mathematical sentences and carefully completing them, and drawing conclusions from the answers. During the treatment, the subjects also showed changes in behavior, namely, they were more thorough and diligent when completing tasks even without assistance from the teacher and were more active in asking, responding to, and expressing opinions during group discussion activities and presentations. The guided inquiry strategy is applied to all students in grade IV of SD Inclusion Negeri 10 Bandar Create through six stages that emphasize the thinking process to find the core of the material through solving fractional word problems. The difference in treatment between students with disabilities and general students is that there are accommodations and adjustments for students with disabilities given through teacher guidance in the form of giving questions and clues to spur children to think, using aids in the form of task cards and drawing paper, as well as media in the form of tables of multiple numbers.