Didacticalobstacleis caused by using horizontal representation strategy of place value in 2013 curriculum textbookdid not help student to interpret number from the point of view place value, so that when the student must sum the result of horizontal representation strategy, students only combine the number symbol instead of summing numbers. From the analysis of the data, i.e., student test results and student interview, the result is we found two obstacles, ie.,didactical and epistemological obstacle. This research is a qualitative research and involved 50 students of grade 2 elementary school. The aim of this research is to analize the student obstacles in 3 digit place value.

Jakarta: Erlangga.The concept of place value is very important taught before student learned addition and subtraction.However, in reality student has learning obstacle when they learn place value.

Pendidikan Karakter Bangsa Pada Anak Berkebutuhan Khusus Dalam Pendidikan Inklusi. PGSD FIP Universitas Negeri Yogyakarta: Yogyakarta. Kesiapan Guru Kelas Dalam Menangani Anak Berkebutuhan Khusus Di SDN Pojok Kabupaten Sleman. Pengembangan Kapasitas Sekolah Luar Biasa Untuk Meningkatkan Pelayanan Pendidikan Bagi Anak Berkebutuhan Khusus (Studi Kasus Di SDLBN Kedungkandang Malang). Jurnal Admisnistrasi Publik (JAP) vol 2 No 3. Psikologi Pendidikan Anak Berkebutuhan Khusus.

Dukungan Sosial Bagi Keluarga Anak Berkebutuhan Khusus. PLB FIP Universitas Negeri Yogyakarta: Yogyakarta. Kemampuan Guru Dalam Melakukan Identifikasi Anak Berkebutuhan Khusus Di Sekolah Dasar Penyelenggara Pendidikan Inklusi. banyuwangi-kembangkan-210-sekolah-inklusi diunduh pukul 16.00 tanggal 07 Juni 2017. Deskripsi Karakteristik Anak Berkebutuhan Khusus (ABK) Di Sekolah Inklusi. Pascasarjana UIN Sunan Kalijaga: Yogyakarta.Д«ethayana, R,B. Pendidikan Inklusi Dalam Pembelajaran Beyond Centers And Circle Times (BCCT) Di Paud Inklusi Ahsanu Amala Yogyakarta. The results of this study indicate that the role of schools in the development of education for children with special needs is four (4) things, including: 1) the maximum use of BOS funds for the advancement of children's education, 2) coordinating with students to bring experts in the development of children's education and child independence, 3) always make new breakthroughs to find donors for the development of school facilities and infrastructure, 4) involve guardians of students in each school programДЄbdullah, N. The selection of respondents using snow ball, where the sample in this study is the principal and teacher and resource persons related to this research are in SDLB PGRI Bangorejo Banyuwangi City. This study uses a qualitative approach with a case study design that uses a phenomenological perspective. The results of the study were used as a reflection of the school and the Banyuwangi Regency government on the education of children with special needs. Abstract This study aims to find out the school in developing the education of children with special needs in SDLB PGRI Bangorejo Banyuwangi City.

Buku psikologi pendidikan