Eco–Realistic Mathematics Education (Eco–RME) Module for Students with Special Needs in Inclusive Primary Schools in Aceh Province

Abstract

This study develops an Eco–Realistic Mathematics Education (Eco–RME) learning module for students with special needs in inclusive primary schools in Aceh Province. The research addresses children with dyslexia, attention deficit hyperactivity disorder, and slow learning difficulties. The module combines principles of Realistic Mathematics Education, eco-literacy, and Universal Design for Learning to ensure contextual, differentiated, and environmentally grounded instruction. A multi-case exploratory design was implemented in two inclusive schools in Aceh, using classroom observations, teacher and parent interviews, and focus group discussions. Findings show that students with dyslexia struggle to recognize number symbols, students with attention difficulties benefit from engaging and game-like tasks, and slow learners require repeated scaffolding. The module incorporates eco-based activities such as shopping simulations, measuring with recycled objects, and classifying waste materials. The initial prototype includes structured lesson scenarios, inclusive worksheets, and alternative assessments. This study contributes to inclusive mathematics pedagogy by integrating environmental awareness with mathematical competence.