Abstrak.Diskalkulia merupakan gangguan belajar spesifik dalam bidang matematika yang ditandai dengan kesulitan memahami konsep bilangan, memproses informasi numerik, serta melakukan operasi hitung dasar meskipun peserta didik memiliki tingkat kecerdasan umum yang normal. Kondisi ini menuntut guru menerapkan strategi pembelajaran yang sesuai dengan karakteristik belajar peserta didik, khususnya pada materi perkalian yang menjadi prasyarat bagi banyak konsep matematika lanjutan. Penelitian ini bertujuan mendeskripsikan strategi guru dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran berhitung perkalian pada anak diskalkulia di SMP Negeri 1 Martapura. Penelitian menggunakan pendekatan kualitatif deskriptif dengan sumber data dari dua guru mata pelajaran matematika yang menangani peserta didik diskalkulia. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan, serta diperiksa keabsahannya melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa guru merencanakan pembelajaran berdasarkan identifikasi karakteristik peserta didik secara insidental, merumuskan tujuan pembelajaran yang menekankan pemahaman bertahap, dan merancang pengelolaan waktu belajar berupa pola 20 menit fokus dan 2 menit jeda. Pada tahap pelaksanaan, guru menyampaikan materi secara klasikal namun memberikan pendampingan individual yang intensif, menggunakan bahasa sederhana, pengulangan, dan penerapan pola jeda tersebut untuk menjaga konsentrasi peserta didik. Evaluasi dilakukan secara berkelanjutan melalui pengamatan proses, latihan, dan tanya jawab, dengan tindak lanjut berupa pengulangan materi pada pertemuan berikutnya. Faktor penghambat utama meliputi lambatnya daya tangkap dan cepatnya peserta didik lupa terhadap materi yang telah dipelajari, sementara pola pengelolaan waktu belajar terbukti membantu meskipun efektivitasnya bervariasi bergantung pada kondisi individu dan waktu pembelajaran.

Kata kunci: Diskalkulia, Strategi guru, Pembelajaran berhitung perkalian, Pendidikan inklusif

Abstract..Dyscalculia is a specific learning disorder in mathematics characterized by difficulties in understanding number concepts, processing numerical information, and performing basic arithmetic operations despite students having average intellectual ability. This condition requires teachers to implement instructional strategies that are tailored to students' learning characteristics, particularly in multiplication, which serves as a fundamental prerequisite for many advanced mathematical concepts. This study aimed to describe teachers' strategies in planning, implementing, and evaluating multiplication instruction for students with dyscalculia at SMP Negeri 1 Martapura. A descriptive qualitative approach was employed, involving two mathematics teachers who taught students with dyscalculia as the research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analysed using data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source, technique, and time triangulation. The findings revealed that teachers planned instruction based on incidental identification of students' characteristics, formulated learning objectives that emphasized gradual conceptual understanding, and organised instructional time using a pattern of 20 minutes of focused learning followed by a 2-minute break. During the implementation stage, teachers delivered instruction to the whole class while providing intensive individual support, using simple language, repetition, and the structured break pattern to maintain students' concentration. Assessment was conducted continuously through classroom observation, practice exercises, and question-and-answer sessions, followed by reinforcement through reviewing the material in subsequent lessons. The main challenges included students' slow comprehension and their tendency to quickly forget previously learned material. Nevertheless, the structured learning-time management strategy was found to support students' engagement, although its effectiveness varied depending on individual characteristics and the timing of instruction.

Keywords: Dyscalculia, Teachers' strategies, Multiplication instruction, Inclusive education